Tip #152: Educating Managers About Training

I blame it on the approach that many college professors still model. If lecture is good enough for higher education, then many business owners and managers assume that lecture is good enough for their employee training. But as we know, “good enough” is not necessarily the most cost-effective use of training dollars, because there is a lot of learning slippage that occurs.

When a company is interested in training on any topic, I like to meet with the owners or managers to discuss their desired results. When their employees walk out of the training, what does management want them to think or do differently? Sometimes the desired results are attitudinal changes and at other times the focus is on specific skill building. Regardless of the desired end result, I have found that introducing two concepts into the discussion makes all the difference in the ultimate training that is approved.

First, I walk them through the building blocks of learning (Bloom’s Taxonomy of Behavioral Learning Objectives), drawing each step as I go. I ask them if they will be satisfied if their employees leave the training knowing something but not understanding it, the way I can tell them that E= MC2 without knowing what I really mean. Understandably, knowledge alone is usually not the level of learning that appeals to them.. So I ask them if they want the employees to understand what they have learned, which typically garners nods of agreement. So we know that we need to at least get to comprehension. And if attitudinal change is desired, that is where we will stop. However, if skills are involved, I ask them if it will be all right if the employees know and understand the new skill or technique, but don’t use it. If it is not all right (and we can count on that response!), then I explain that application is the next required level of learning.

Once we have determined that either comprehension or application is appropriate, I ask them what level of learning lecture alone can accomplish. I may need to coach them with the answer, by discussing what many of us were taught years ago regarding lecture: “Tell them what you are going to tell them, tell them, then tell them what you’ve told them..” I point out that with lecture, we only know that the lecturer knows the information to the third power. We have no idea if the participants know or understand the content of the lecture until they have some opportunity to interact with the information. This neatly brings us to the need for more participant-centered learning methods, such as large and small group discussions, pop ups, question and answer sessions, questionnaires, worksheets, case studies, and games. It is a short step from this to the next point, that in order to achieve application as a learning level, the participants need to be able to practice what they have learned in the classroom. At this point, we can introduce hands on, simulation, and role playing exercises.

To cement the idea that lecture alone is probably insufficient for their desired training results, I pull out a copy of Edgar Dale’s Cone of Experience and Learning. This reinforces our previous discussion of learning levels and interactive learning methods by showing the correlation between our level of involvement and how much we tend to remember. Even lecture with visual support garners only 50% retention. The minute we add an opportunity to discuss the content, that increases to 70%- and if we can both say and do it, retention is increased to 90%.

If they want effective and lasting learning, which is the most cost-effective use of their training dollars, then participant-centered learning methods are the logical and only solution. Few reasonable people will argue with that conclusion!!

Tip #153: Preparing SME’s

Subject matter experts rarely refer to themselves as SMEs and they certainly don’t find that role on their job descriptions! We need to approach them in a manner respectful of their other responsibilities and let them know how important their expertise is to the design of effective training.

My dear friend, Julie Almont, who is the Executive Director of Employee Development at Delaware Park, sent this wonderful description of how she prepares her SMES:

“I have embarked on a campaign to take the company's TEAM leaders, who comprise many of our SMEs and peer mentors, and offer them a very simple approach to training tasks. These folks are line-level employees and first-time supervisors. They have never had any kind of 'Train the Trainer' experience. Most of them have been successfully multi-tasking for so long that they have little understanding for the novice and no understanding of the theories of training adults.

My reasoning is that our company moves people on a fast track to management. I'm doing myself a favor by preparing these future managers with the tools and understanding of the demands of properly designing and implementing a training program.

Often times, department heads put line-level champions in the new employee orientation/training process believing that the the assignment is seen as an act of recognition. They believe it to be a gesture of acknowledgment of the employees’ years of service and outstanding work.

After interviewing several of our employees who are seen as new employee 'mentors', I found that most see this type of duty as a frightening and troublesome nuisance. Why? Because, no one took the time to train them to train or set expectations.

One of the problems with continuing to use this process is that the workplace champion feels taken for granted and begins showing signs of negative behaviors. Not the right personality to assign to service training of new employees!

So, I created a few modules for our line-level team leaders that help them understand their role in all of this. Informing them that I see them as part of my SME reference group when writing proposals or developing programs, allowed them a sense of team pride and belonging...true recognition! I visit them in their workplace to add a level of comfort and confidence.

I am finding that some of the most important highlights of the training are:

• Getting departmental approval and support
• Defining the role of SME as both a developmental reference and facilitator
• Providing training materials, references, coaching and support
• Simplifying and encouraging the use of task training skills (Explain, Demonstrate, Practice, Test and Repeat)
• Offering reward and recognition

Isn’t that an inspiring model? Actually, knowing Julie as well as I do, I believe that folks in Delaware Park probably fall all over themselves volunteering to serve as SME’s to simply bask in Julie’s warm and generous attention!

Tip #154: Designing Training with SME’s

I frequently work with subject matter experts to design participant-centered skill-building training programs. When we sit down together, we already know the general subject matter of the training. The SMEs bring their specific technical expertise. My job is to help them focus in on what the learners REALLY need to learn and then collaborate on a training format that will achieve that learning.

I accomplish this by asking the SMEs a series of questions:

Question #1: “Who is our target audience?”

Question #2: “In general terms, what do you want the participants to know or be able to do when they leave the training?”

Based on their response, we craft the first training goal: WHAT the participants will learn.

Question #3: “Why would the target audience want to learn that, from their perspective?”

Based on their response, we craft the second training goal: WHY the participants will want to learn.

Question #4: “What do the participants need to know or be able to do in order to accomplish the first goal?” As they brainstorm, I post their list on a flipchart.

When necessary, I coach them to ensure that they identify everything necessary to complete a basic skill-building task analysis template:

1. What it is [definitions of terminology or standards]
2. Why it is important [benefits of the training from the learners’ perspective]
3. What is needed to do it [necessary tools or materials]
4. How to do it [procedure]
5. Do it [application]

Up until this point, my role has been as a facilitator, asking logical questions to help the SMEs focus their technical expertise on the key content. With Question #5, my role changes to a trainer, introducing the concept of learning levels.

Question #5: “What level of learning is necessary for each essential task analysis item ? For example, do you want them to know it, but not understand it? Do you want them to understand it? Do you want them to do something with it?”

In this way, I introduce the building blocks of learning, otherwise known as Bloom’s Taxonomy of Behavioral Learning Objectives.

Based on their answers, we identify a learning level-appropriate active verb to plug in at the beginning of each task analysis item. This converts the task analysis into a specific, observable, and measurable learning objective.

We now have the goals and learning objectives for the training program. The next step is to identify the training methods necessary to accomplish each learning objective.

Tip #155: Designing Training with SME’s #2

Once we have established the goals and learning objectives for the training program., the next step is to identify the training methods necessary to accomplish each learning objective.

I accomplish this by asking the SMEs a second series of questions:

Question #1: “Are some of the participants likely to know anything about the content covered in each learning objective?”

Very often, the answer is “Yes,” in which case I explain that using lecture would be inappropriate: to tell participants what they already know is not only a poor use of training time, but is also inherently disrespectful to the participants.

At this point, the SMEs are usually understandably concerned that the participants may not know the content completely or accurately. Not only are many SMEs used to lecture, they are also used to being the expert in the room. They may need some convincing that other methods can ensure complete and accurate learning.

I generally ask them about now how they learn best. Lecture is typically not the training method of choice for most, if not all of the SMEs. This discussion helps them realize that the best way to dignify their learners and set them up for success is to use a variety of methods that can best meet their needs.

This is also a good time to discuss any concerns they have had when they have lectured in the past, such as not knowing if the participants really grasp the concepts because the participants don’t interact with them. I reassure them that any other method will enable them to get feedback from the participants. It helps to give them a list of different training methods appropriate for different learning levels, so they have some idea of these options.

I may need to define some of the methods. For example, when working with engineers, a case study may mean a very detailed description of how a real situation was handled. This is different from the case study we design to check for comprehension, providing sufficient information for the participants to answer specific content-related questions. Once this difference is clarified, they have no trouble making the necessary modifications so that their case study becomes an interactive exercise rather than a description.

Now, I can introduce the three key factors to consider in selecting a training method:

1. the desired learning level,
2. the specific time available, and
3. the need for a variety of methods to satisfy different learning styles.

Because they are the subject matter experts with the technical expertise, I then have to ask them, for each learning objective:

Question #2: “What would be the best way for the participants to learn and to demonstrate their learning?”

Once the SMEs have grasped the concept of using a variety of training methods, this part of the design process goes very quickly. We are not actually creating the materials, just identifying what training method to use.

The SMEs also need to answer: Question #3: “How long should [each method] take?” Again, they know best how long it might take to do a hands on activity or a field visit or some other very technical learning activity. With regard to training methods less reliant on technical eccentricities, such as questionnaires or case studies, I can assist them with general rules of thumb for the time it takes small groups to work and then report out their conclusions.

Question #4: “Are there any reference materials or audiovisuals currently available that would be useful to incorporate into the training?” “If so, what are they and how would we get access to them?”

We have now identified the training methods, time frames, reference documents and audiovisuals for each learning objective, which completes the lesson plan design phase.

Tip #156: Designing Training with SME’s #3

We have identified the training methods, time frames, reference documents and audiovisuals for each learning objective, to complete the lesson plan design phase.

The next step in working with SMEs is the actual creation of the training materials.

We walk through the lesson plan, discussing the training materials that need to be created. This includes interactive exercises as well as reference materials.

For each module, we identify:

1. What information is necessary to create the relevant interactive exercises. For example, we discuss the key points that should be covered in questions for a questionnaire, or what the focus of a case study should be, etc.
2. What reference materials are needed and whether they currently exist or will have to be written.
   • If they currently exist, we identify where to find them, who authored them, and, if necessary, who will obtain permission to use them.
   • If they need to be created, we identify what the scope and complexity should be and who will draft them.
3. Who will be responsible for providing the content for the exercises and the reference materials.
4. Who should be involved in the review of the draft materials.
5. What the design timeline should be.

The amount of time allocated for each step in the process will depend upon the complexity of the material, the number of SMEs involved, the extent of the edits anticipated and the number of editors involved, the time it takes to create necessary visuals or obtain permission to use copy written materials, etc.

However, regardless of the length of the actual time line, the mileposts are approximately the same:

• The SMEs submit the necessary content for the interactive exercises and reference materials.
• The CD drafts the exercises, and edits and formats the reference materials.
• The CD and/or SMEs identify and communicate the need for additional content, as appropriate. This includes the answer keys for each activity.
• The CD submits the drafts to the SMEs so that they can review the materials for accuracy in terms of content and language.
• The SMEs return their edits to the CD.
• The CD makes the necessary edits.
• The CD formats the materials into a participant manual format: title page, table of contents, agenda, learning objectives, presenter profiles, individual modules with activities and reference materials, graphics, etc.
• The CD sends the draft of the participant manual to the SMEs for additional edits and revisions.

  The CD makes the final revisions and sends the participant manuals to printing.

• The printed participant manuals are reviewed, collated, organized, and then possibly mailed to the training location.
• The training occurs.

This process results in the written and audiovisual materials that will enable the participants to learn and to demonstrate their learning.

There is another different but related process to prepare materials that will enable the trainer to successfully facilitate the training.

Tip #157: Designing Facilitator Guides #1

After we have created our lesson plan and designed the training materials and audiovisual aids with the help of SMEs, the next step is to prepare materials that will enable the facilitator or trainer to successfully facilitate the training.

We approach this design process by asking another set of questions:

1. What does the facilitator need to know about the training program? At the very least, the facilitator guide should include explanations of the:
   • Workshop Description
   • Training Goals
   • Training Philosophy
   • Timing Requirements
   • Participant Materials
   • Trainer Materials
   • Room Set Up Needs
   • Audiovisual Equipment Needs
   • How to Organize Participant and/or Trainer Materials

2. Are there any key points or concepts that need to be emphasized during the training? If so, also include:
   • Key Messages
   • Points Worth Repeating

3. What type of training experience or expertise does the facilitator have? If the training is being designed for technical experts to facilitate, very frequently they are more familiar with traditional lecture techniques. If that is the case, and the newly designed training is participant-centered, the facilitator guide will need to include a section of helpful tips and techniques for group facilitation. These might include how to:
   • Create a Sense of Community
   • Maintain a Smooth Flow
   • Assign an Exercise
   • Model the Assignment
   • Check for Comprehension
   • Debrief Exercises
   • Respond to Participant Questions
   • Wait for Participant Responses
   • Dignify Incorrect Answers
   • Refocus a Discussion Monopolizer

   Note: We will provide samples of these Group Facilitation Techniques in later Tips.

4. How many facilitators will be involved in presenting the training? Will there be just one facilitator, will there be several facilitators, and if so, will there also be an emcee to essentially direct traffic?

   In the event that more than one facilitator will be co-teaching, the facilitator guide should probably include the following recommendations:

   • anticipate what it will feel like to co-present;
   • identify possible areas of friction (in terms of philosophy, background, personality, or teaching style); and
   • agree to specific ground rules to minimize anticipated friction.

   Please see previous Laurel Learning Tips #34-38 for Co-Training Guidelines.

   There are different ways that co-facilitators can work together, such as: alternating sections, co-presenting sections, or setting up a point/counterpoint relationship. The co-facilitation approach needs to be pre-arranged.

   If there will be an emcee, that individual’s specific responsibilities need to be clearly listed.

5. What answer keys or additional references will the facilitator need? If there are questionnaires, quizzes, case studies, or any other learning activities, the facilitator will need answer keys. If some of the content is new to the facilitator, background reference material may also need to be included in the facilitator guide.
6. Are there audiovisual aids for the program that need to be made available for the facilitator? These audiovisual aids need to be listed and their location identified, if there aren’t sufficient copies for each facilitator. There are two additional questions, the answers to which we will address in our next Tips on Designing Facilitator Guides:
7. What format will be most useful for the facilitator?
8. What additional quick reference guide might be helpful?

Tip #158:  Designing Facilitator Guides #2

Once we have determined what information the facilitator will need in the facilitator guide, we can answer the seventh question:

7.  What format will be most useful for the facilitator?

We have a number of choices regarding the format for the facilitator guide. We will consider three different formats: an annotated table of contents, an annotated lesson plan, and a scripted facilitator guide.

One of the simplest facilitator “guides” is an Annotated Table of Contents

If the facilitator is well versed in the content and has been actively involved in the design of the training, the format can be quite simple. The facilitator just needs something easy to scan that will help with pacing and planning.

The key information that the facilitator will need is:

• the key content points (in many cases, these are the section titles or agenda items)
• the duration of the focus on this key content
• the type of learning activities
• when they occur
• how long they should last
• how to introduce, facilitate and debrief the activities
• the specific handout pages and/or PowerPoint slides to which the activities relate
• when to introduce necessary job aids
• break times and durations

Please note that in the following example of an annotated Table of Contents, the documents in bold print indicate the section titles or agenda items and the documents in italicized print indicate participant activities. Also, for purposes of pacing and planning ahead, the total number of PowerPoint slides used in each section is also identified.  In order to assist the facilitator with pacing, a PowerPoint slide of the section title is used at the beginning of each section. Click here to view and/or download an example of an annotated Table of Contents.

Tip #159: Designing Facilitator Guides #3

Last week, we indicated that we have a number of choices to answer the seventh question: 7. What format will be most useful for the facilitator? There are three different formats I have typically used: an annotated table of contents (which we described in Tip #158), an annotated lesson plan, and a scripted facilitator guide.

An annotated lesson plan provides more information and guidance to a facilitator than is possible on an annotated table of contents. While the annotated table of contents provides a snapshot of activities and timeframes, the annotated lesson plan provides more of a narrative of the activities, their purpose, and what is required (in terms of materials and directions) to facilitate the activities.

The key information that the facilitator will need is:

• the over all focus of the session
• the learning objectives
• the key content points (in many cases, these are the section titles or agenda items)
• the duration of the focus on this key content
• the type of learning activities
• when they occur
• how long they should last
• specific materials for the activity
• the goal of the activity
• how to introduce, facilitate and debrief the activities
• specific notes regarding how to facilitate the activity
• the specific handout pages and/or PowerPoint slides to which the activities relate
• break times and durations

• Making the Intermodal Connections
• Outline of FSAT Qualified Specialist Training Program

Tip #160: Designing Facilitator Guides #4

We have a number of choices to answer the seventh question: 7. What format will be most useful for the facilitator? There are three different formats I have typically used: an annotated table of contents (which we described in Tip #158), an annotated lesson plan (which we described in Tip #159), and a scripted facilitator guide, which is our focus in this Tip.

A scripted facilitator guide provides more information and guidance to a facilitator than is possible on an annotated lesson plan. While the annotated lesson plan provides a brief narrative of the activities, their purpose, and what is required (in terms of materials and directions) to facilitate the activities, the scripted facilitator guide comments on each page of the participant materials and offers lecturettes and other scripts.

The key information that the facilitator will need is:

• the over all focus of the session
• the learning objectives
• the key content points (in many cases, these are the section titles or agenda items)
• the duration of the focus on this key content
• the type of learning activities
• when they occur
• how long they should last
• specific materials for the activity
• the goal of the activity
• how to introduce, facilitate and debrief the activities
• specific notes regarding how to facilitate the activity
• the specific handout pages and/or PowerPoint slides to which the activities relate
• break times and durations
• specific points to make and where to make them
• how long to spend on each item in the participant materials
• what to say to introduce, facilitate, and debrief the activities

The following example is from the first day of an eight-day program for Wisconsin Energy Star Homes Consultant Training. The page number of the facilitator guide relates to the page number of the participant manual. The script is in italics. Note that the total time for the activity is given, as well as the amount of time for each activity. This enables the facilitator to pace him/herself. These instructions are printed in a font size of at least 14 and often larger, so that it is easy for the facilitator to read. Sections may also be color coded (time frames or activities or specific resources) whatever will assist the facilitator best.

The reference to overheads tells you that this program was earlier than 2004. For purposes of space conservation, the script is single spaced in most instances. In actual fact, it is double or triple spaced for ease of reading for the facilitator.

Note also that even the audiovisuals are annotated (in the case of the CD) so that the facilitator knows immediately what should be on the screen and the key points the CD makes.

Wisconsin Energy Star® Homes Consultant Training

Tip #161: Designing Facilitator Guides #5

We have already discussed an annotated Table of Contents, which can be one quick and relatively easy reference guide for a facilitator.

Another option is an annotated print out of PowerPoint slides.

As a long-time user of overheads, I was used to being able to leaf through my prepared overheads (as many of you know, these were primarily cartoons!). When I went to PowerPoint, I was suddenly at a loss as to what visuals were in store. So I started to print them off in black and white, 9 slides to a page.

I can then annotate them with times, methods, handout materials, and participant manual page numbers. I have found it is the fastest way for me to scan upcoming content and visuals, as well as to make sure that I show the appropriate visual at the right time.

If the program is relatively new to me, I am also able to write down key points and transitional statements where they should occur with the visuals.

This may be more useful for me than it is for other facilitators, because of the way I use cartoons to make or summarize key content points in a visual and humorous manner.

So, that’s it for discussing how to create facilitator guides! After some of the longer examples over the past few weeks, I thought you might appreciate a short Tip!

Tip #162: Group Facilitation Techniques #1

Over the past weeks, we have focused on the information that a facilitator needs to have in order to effectively deliver training. The answers to the eight questions involved in designing a facilitator guide will be different, depending upon the nature of the training and the specific needs of the facilitator.

However, I have found that it is almost always useful to include at the very beginning of any facilitator guide some general information about group facilitation techniques. This is prompted by the fact that most of the facilitator guides that I have developed have been for technical experts who were more familiar with lecture than with the participatory interaction built into the training.

Prior to getting into the group facilitation techniques themselves, I like to begin with an overview of the training philosophy.

Training Philosophy

The exercises have been structured to treat the participants with respect, set them up for successful learning, and to use the training time as effectively and efficiently as possible. To this end, care is taken not to insult the participants and waste time by teaching them what they already know.

In order to increase the probability that the participants will be motivated to learn the information, the technical information is given in small doses and buy-in is accomplished by building upon what they already know from their personal experiences.

The workshop atmosphere should be comfortable and informal. Physical activities, such as throwing a koosh ball or soft bean bag, are strongly encouraged. Ten minute breaks should also be taken every hour, to keep the participants fresh and energized.

Since there is a good possibility that the participants already have some or most of the information, the focus of the exercises is to draw the information from them, with additional enhancements made by the instructor as needed. This may include prompting them with questions that will help them discover the correct or complete answer. Or, it may involve having them review reference pages to try to discover the answers themselves.

Small group discussion, augmented by instructor lecture, is used where it is likely that some, but not all, of the participants may know some of the answers- but may also need clarification and/or validation by the instructor.

Lecture should only be used when it is likely that none of the participants will know the answers.

In the lesson plan that follows, the times are approximate- within each section. This does not mean that you will be able to run over into the time period allotted to the next section. You will get into your own flow on this. You may also have to make some decisions regarding unanticipated issues that come up. However, make sure that all participant activities are completed by the participants.

This Training Philosophy is intended to establish a new mind set for the facilitators. The interactive nature of the training will be reinforced by the other sections included in the Group Facilitation Techniques portion of the facilitator guide.

In the weeks that follow, we will add information regarding how to:

• Create a Sense of Community
• Maintain a Smooth Flow
• Assign an Exercise
• Model the Assignment
• Check for Comprehension
• Debrief Exercises
• Respond to Participant Questions
• Wait for Participant Responses
• Dignify Incorrect Answers
• Refocus a Discussion Monopolizer

Tip #163: Creating a Sense of Community

1. It really helps to be there early to meet as many people as possible. This tends to lessen anxiety on all sides and creates a nice rapport between the trainer and the participants. Besides introducing yourself and asking the person’s name, ask also what they do and why they have come to the training. You will then have some familiar faces in the audience and may be able to refer to individuals by name.
2. It is always a good device to ask common ground questions: "How many of you…?" in order to help people feel they have something in common. Make sure that you keep asking topic-relevant questions until everyone has been able to raise their hands.
3. Avoid making assumptions and expressing them, such as "We all know x." If we all don't know x, this will make us feel excluded from the group. Instead, ask “How many of you are familiar with x?” This gives you the option to have someone from the group explain x, so that everyone now knows what it means. If everyone raises their hands, then you can proceed more comfortably with the belief that everyone already does know x!
4. Ask people at the breaks how the workshop is going. Our experience shows us that this contact, for some reason, encourages individuals who were silent prior to this time to have the confidence to participate openly in class discussions. Perhaps it is the one-one-one contact which gives the individual the sense that you really care about their satisfaction and success in the program.

Maintaining a Smooth Flow

1. Keep in mind that all of the information pertains to what the participants need to know and do. Reinforce the relevance of the information whenever possible.
2. Use transitional statements that move the group from the previous content to the content now under discussion.
3. Refer back to earlier statements made by the participants or other trainers, to build on their comments or tie their information to the current content.

1. Remember to model an exercise before having the group do one, in order to set them up for success.
2. When assigning either an individual or a group exercise, indicate how long they have to complete the assignment.

1. The participants should not be asked to do something before they have been given an example or a model of the exercise or the process they should follow. They can then refer to this example as they do their own small group work.
2. For example, if the small groups will be brainstorming, the trainer should start off the exercise by asking the entire group for one or two examples and writing what they say on the flipchart. Or, if the groups will be working with different case studies, the trainer should walk the group through the analytical process they should use with a brief model case study.

Checking for Comprehension

1. Check for comprehension of the content. You can do this by asking questions or encouraging participants to provide some examples.
2. After giving an assignment, walk around the room to be sure that they understand and are working on the correct assignment.
3. Check with the participants occasionally- either in the large group, by talking with individuals during the break, or dip-sticking the small groups- to be sure that the pace is comfortable and everyone is on the same page with you.

1. It is important to have the individual or group representatives report out after they have completed an exercise. Otherwise, they will not have any sense of closure.
2. Draw out the correct or more complete answers from the group, so that when you tell them the correct answer, it will simply validate what they have identified. Remember that we want to build their confidence in their own competence!
3. To ensure variety of report out methods, here are a few to draw from:
   1. Thumbs up if you agree, thumbs down if you don't.
   2. Can someone tell us the answer to question x? [call for a volunteer.] Then ask the participants to raise their hands if they agree- if they disagree. Call on one of the dissenters for his or her response. Ask the group to identify the correct response. Or tell them yourself.
   3. Have one table group report their answer. Ask if any other groups have something different or something to add.
   4. If more than one table group worked on the same case study, alternate between them in answering the different questions relating to the case study.
   5. Move from one table group to another to answer different questions.

Given the choice between participants who never ask any questions and participants who ask a lot of questions, I prefer the latter. The fact that they have questions indicates that they are highly interested in the topic- and that’s a good thing!

1. First of all, make sure everyone has heard the question before you answer it. Either repeat the question yourself, if other participants may not have heard it, or request that the individuals project more, so that others can hear what they are saying.
2. To reinforce the questioner’s need to project, walk to the opposite side of the room from the participant who is speaking. Although this may seem counter intuitive (typically, we move closer to people we can’t hear, rather than farther away from them!), the person will always direct his or her comments toward the instructor.
3. When participants ask a question, defer it to the rest of the group. If someone in the group can answer the question, that provides validation for that person. If no one has an answer, this still gives you some time to think about the question so that you can give your best answer.
4. Remember to summarize and/or validate the correct answer after receiving the answer from another participant. If you don't provide a summary or validation, it may give the appearance that you are deferring the question because you don't know the answer- rather than because it is an excellent training technique.
5. There may be times when you have a sense that the questioner already has an answer for his or her own question. In that case, ask what the questioner thinks. This can provide good validation for the participant.
6. Do not feel that you must answer a question to the complete satisfaction of the questioner. Some questioners may never be satisfied- in fact, they may intend to distract or argue with you, which can unnecessarily tie up a lot of precious class time. Rather than asking, "Have I answered your question?" or "Has your question been answered to your satisfaction?" say instead: "Was that responsive?" What can they say, as long as you have provided some type of response? This is particularly important if you have a rather difficult participant who is trying to bait you or monopolize the session. However, regardless of the nature of the question or the questioner, I often ask “Was that responsive?” as a courtesy to provide some closure to the dialogue.
7. Some questions may be of interest only to the questioner. In this case, they need to be deferred to another time (a break, lunch, after the workshop). It is perfectly fine to tell a participant that the question is a good one but may not be relevant to the other participants, so it would be best answered “off line.” Just make sure to follow up and have the conversation when you say you will.
8. Some questions may anticipate content that will be covered later in the session. You may not want to confuse the larger group by answering the question at that moment. Simply congratulate the questioners for their advanced awareness and ask them to wait until the topic and answer come up in the curriculum.
9. Often, participants are anxious to ask their questions immediately because they are afraid they will forget them. One way to minimize participant impatience is to provide post it notes so they can jot down their questions as they arise. You may also want to have a “Parking Lot” flip chart where they can place their post it notes. Just make sure to check the “Parking Lot” at breaks so that you can plan when to answer the questions.
10. If, despite all of these deferring techniques, a participant keeps asking the same question, it is best to provide a brief answer and move on. Some folks just need immediate gratification and others may really need to have the answer so they can focus on the content at hand.

    Some questions may have more than one appropriate answer, depending upon the fact situation. If the fact situation appears relevant and the questioner can explain it in a concise fashion, feel free to answer it. However, often you need more time to delve into the situation before you can give a useful response. In that case, simply explain that to the questioner and plan a time to discuss it “off line.”

11. It is also perfectly acceptable to tell participants if you do not know the answer. Just make sure to note the question down and promise to provide an answer once you have had an opportunity to research the issue.

Interactive learning strategies and experiential training methods are often considered interchangeable. However, it is possible to make a distinction between them.

Interactive learning strategies engage learners by allowing them to actively participate and verbally respond within the learning environment. Group discussion, case studies, questionnaires, and crossword puzzles easily fall within this category, which is characterized by mental stimulation and verbal expression.

Experiential training methods engage learners physically, mentally and emotionally in a multisensory experience. Simulation, visualization, dramatization, role plays and physical movement easily fall within this category, which is characterized by emotional stimulation and physical expression.

However, the design and facilitation of a training method will ultimately determine whether it is interactive, experiential, or both. For example, physical movement can be added to almost any activity by having groups stand together, moving participants into different pairings, or adding a walking component. Building an activity around a meaningful metaphor can add an emotional component by tapping into the participants’ experiential memories.

Bottom line: the more the learners are engaged and stimulated mentally, emotionally, and physically, the more likely they are to learn and to retain what they have learned.

There are approximately ten broad categories of interactive or experiential learning strategies.

Tip #169: Interactive versus Experiential Learning, Part Two

There are approximately ten broad categories of interactive or experiential learning strategies. The first five categories are identified below, along with some specific examples. Please note that these categories often overlap. Scavenger hunt is actually listed under physical movement and reading, to emphasize this point. Many activities involve reading, writing, and discussion. A relay race is a game that also involves physical movement, writing, problem solving, and discussion, etc.

1. Art: Any creative design activity intended to embody training concepts in a visual or tactile manner.

• Draw a picture of themselves as either a food, a vehicle, or a pet- and label their characteristics.
• Use art supplies to create an image of the training essence or metaphor (bridge, fruit tree, etc.).
• Create a mind map.

• Directed large group discussion.
• Small group discussion.
• Question and answer session.

• Role play.
• Skit.
• Debate.

• Crossword puzzle or board game.
• Ice breaker.
• Relay race, either physical or oral.
• Competitive brainstorming, where groups compete against each other and the clock to come up with the best responses.

• Gallery walk, in which groups of participants walk from flipchart to flipchart, posting their answers to questions.
• Pop ups, where participants pop up out of their chairs to give an answer.
• Walkabout, in which pairs walk and talk together.
• Ropes course involving various physical challenges.
• Ice breaker or energizer, such as a Koosh toss.
• Scavenger hunt to obtain ideas from other participants.

6. Problem Solving: Any activity that involves analyzing a situation and recommending alternative solutions.

• Small groups work on case studies of prepared scenarios or situations identified by the participants.
• Small groups brainstorm solutions to identified challenges.
• Individual participants apply learned content to resolve self-identified issues.

• Participants read aloud key content in training reference materials.
• Participants read off group conclusions as posted on flipcharts or worksheets.
• Participants engage in a scavenger hunt to seek out specific information by reading reference materials to discover what would otherwise be provided through lecture.

• Participants practice using a learned skill in a simulation: i.e., conduct a mock interview.
• Participants demonstrate new learning: i.e., facilitate a training module they have designed.
• Individual participants apply what they have learned to a real life situation: i.e., create a delegation plan.

• Participants are asked to remember how it felt to be in a situation related to the training content.
• Participants are asked to imagine a situation and experience it in their minds.
• The participants are emotionally drawn into a vivid story.

• Participants create a written log of activities.
• Participants write a personal action plan.
• Participants complete an individual assessment or questionnaire.
• Small groups post their conclusions to a discussion on a flipchart.

The Chinese philosopher Lao Tse understood how learning occurs hundreds of years ago when he so wisely said: “Tell me, I may listen. Teach me, I may remember. Involve me, I will do it.”

It has been proven that the more senses that are engaged in the learning process, the greater the likelihood that new learning will be retained. The more we involve learners, the more senses are engaged, thereby increasing the probability that they will learn, retain, and apply what they have learned.

This principle is supported by four different research findings and models. As you will see, each model builds upon the previous model.

The first model is the Cone of Experience and Learning, which Edgar Dale discovered in 1946. He found that after two weeks, we tend to remember only 10% of what we read, 20% of what we hear, and 30% of what we see.

However, once we start to involve more than one sense at a time- having learners both hear and see, we increase retention to 50%. Therefore, if the training method is lecture supported by PowerPoint, the possible learning retention is 50%. However, this is still very passive learning. The learner is simply sitting there, supposedly taking in content.

The minute we actively engage the learner by having the learner say something about the content, we increase the likelihood of retention to 70%! The percentage geometrically increases to 90% when the learner has the opportunity to both say and do!

That is why it is so important to actively involve participants in learning activities that require them to verbally interact and to physically apply their new learning.

Tip #172: Involving the Senses: Model #2

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

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

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

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

Tip #173: Involving the Senses: Model #3

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

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

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

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

Tip #174: Involving the Senses: Model #4

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

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

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

1. Objective: identify the learning objectives so that the learners know what to expect in the training module.
2. Anticipatory Set: ask a question or use a brief activity that requires the learners to focus on the learning objective.
3. Input: present the content to be learned, or draw it from the learners, possibly through their response to the anticipatory set.
4. Model: provide an example of the content, possibly through an analogy to explain the essence of what is to be taught.
5. Check for Comprehension: ask or respond to questions.
6. Guided/Monitored Practice: walk the learners through another example so that they can participate in applying the content.
7. Independent Practice: have the learners participate in an exercise that requires them to apply the content in another example without the instructor's assistance.
8. Closure: end the lesson to close down thinking.

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

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

Tip #175: Identifying Skill-Building Key Content

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

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

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

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

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

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

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

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

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

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

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

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

Tip #176: Identifying Attitude-Changing Key Content In the lesson design process, we identify the key content to determine what must be taught so that all of the training goals will be accomplished.
Last week, we looked at the first template, which identifies the key content for skill building training. This week, we’ll look at examples of the second template, which identifies the key content for training that focuses on changing attitudes.

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

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

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

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

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

Tip #177: Introducing Interactive Training

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

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

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

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

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

Here are a few tips:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Janis Taylor

Tip #178: Useful Training Resources #1

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

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

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

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

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

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

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

Tip #179: Useful Training Resources #2

8. If you would like to create crossword puzzles, these sites are free:

• http://www.crosswordpuzzlegames.com/create.htm
• http://www.edhelper.com/puzzles.htm
• http://www.awesomeclipartforkids.com/crossword/crosswordpuzzlemaker.html
• http://www.puzzle-maker.com/CW/

• http://www.bowperson.com
• http://www.alcenter.com
• http://www.thiagi.com
• http://www.bobpike.com
• http://www.guilamuir.com
• http://www.laurelandassociates.com

• Sharon Bowman: The Ten-Minute Trainer!
• C. Leslie Charles/Chris Clarke Epstein: The Instant Trainer
• David Meier: The Accelerated Learning Handbook
• Bob Pike: Creative Training Techniques Handbook
• Mel Silberman: 101 Ways to Make Training Active
• Harold Stolovitch: Telling Ain’t Training
• Steven Sugar: Games That Teach

Tip #180: Useful Countdown Timers

It used to be so simple back in the “olden days of overhead projectors,” before the advent of PowerPoint. There was a wonderful TeachTimer that could count up or down that you lay on the projector so that a digital clock was projected onto the screen. It was a perfect way to count down break times or in-class activities so that the participants could pace themselves. The TeachTimer is still available, but mine now sits idly on a shelf.

When I started using PowerPoint, I had trouble finding any countdown timer that was comparable. There seemed to be a few options for PCs. But I use a Mac, so it took a while until I discovered the two options I now use.

With great thanks to Duane Wilmot, who first told me about time keeping freeware, I finally discovered the Apimac Timer: a complete and professional stopwatch, alarm clock, countdown and clock utility for Mac OS X available at http://www.apimac.com/timer/index.php. Even a person who is technologically-impaired such as I am can move easily between PowerPoint and the Apimac Timer. What I like about it is that it is so flexible. I can use it to count down the time for an activity. It also works beautifully during breaks to count down the time while I play whatever break time music I want on my iPod.

For those of you on PCs, just Google a freeware countdown timer and I know you’ll find all kinds of free options!

My second find is a fun animated countdown timer called Break Time Boogie that I purchased from The Trainer’s Warehouse. “Get students back from break--on time--without nagging! This playful countdown timer uses light-hearted animations, set to a contagious boogie beat, to help students know how much time is left for phone calls, Blackberries, and pit stops. With each passing minute, the screen fills up with more and more lively animations. Just project it onto your computer screen and choose your own countdown time (5, 10, or 15 minutes). They'll boogie on back with a smile.” It works with both PC and Mac. Right now, it lists at $9.95 at http://www.trainerswarehouse.com/prodinfo.asp?number=SOBG! What a steal!

If you have other countdown timers to suggest, please be my guest!!

Tip #181: More Useful Countdown Timers

I am so appreciative when you respond to these Tips and offer your expertise and great finds. Last week’s Tip discussed two countdown timers that I use on my Mac. Here is information about two more countdown timers that are PC-friendly from my friend Lori Becker:

“Deb,

The timer sounded like a great idea since I have trouble getting people to come back from breaks. So, I had to do some pc timer searches and found the following.

Cool Timer can be found on this website. The timer can be small or big on the screen. You can change its colors. You can download .wav files for the alarm. http://www.harmonyhollow.net/ct.shtml.

This is a 'pizza timer". It's a cool shape and you can use MP3's for the alarm.
http://www.freedownloadmanager.org/downloads/free/countdown_timer_info/index1.htm
Thanks for the neat idea!

Lori Becker”

Don’t they sound like fun to use? Thanks so much, Lori!

Tip #183: The Fun Factor

The first time I participated in one of your training sessions, I completely rejected the idea of 'playing'. Heaven forbid, I should have fun learning! I always consider the fun factor for my learners, why would I reject the idea for myself? Was I too mature for it? Would it make me look silly...less credible?

I forgot, too, that I never enter into a public speaking engagement without my "worry stone" in hand! Who was I kidding?

It didn't take me five minutes to start swooshing that old Koosh ball from one hand to the other...swoosh, swoosh, swoosh! The rhythm coincided with the pace of the activity. The sound was as soothing as my mother's heartbeat. The soft texture was comforting! I was hooked!

I remember, too, how we passed the ball to our teammates indicating our choice of "next" in many of our discussion assignments. It was great fun! We were kids again! We were playmates discovering our real personalities! It was a WOW!

But, don't forget to mention a couple other things you do. I laugh aloud when I recall how we fought to jump to our feet with just the right response and win a candy kiss from your larder of goodies! We stashed them in our book bags and brief cases knowing that we would be taking them to our rooms in anticipation of midnight!

And, finally, we can't forget the kites. Symbols to all of us that you were going to help us soar! And you always manage to take us to heights unimaginable!

Thanks Deb!

Thank you, Julie, for getting to the heart of the matter, as always! We need to create an enriched, colorful, pleasant, enticing learning environment- draw our participants back to the time when all learning was new and wonderful and fun and play. Remember Robert Fulghum’s book, All I Really Need to Know I Learned in Kindergarten?

So, when participants come into your training room, look at all the colorful items on the tables and walls, and say, “What’s this? Kindergarten?” the wise and loving trainer’s answer is “Yes! Let’s make sure today is as fascinating and fulfilling as your time in kindergarten, when you wanted to learn everything and enjoyed the process!”