1. Use simple language.
   This technique involves using clear wording so the reader doesn’t struggle with meaning. Instead of using lots of technical terms or industry jargon, keep your descriptions short and to the point.
2. Employ action steps.
   Limit each step to only one action. That will keep the process very clear in the mind of the reader. Consider numbering your steps for even greater clarity. The only time multiple actions should be taken in the same step is when two things need to happen at the same time.
3. Include pictures.
   Having a verbal description and a matching picture will help to make each action even clearer. The picture can be an actual picture or a realistic illustration. While black and white is more cost effective, consider using color to really clarify objects and actions. Speaking of actions, it’s also a good idea to use arrows, highlights, or close-ups to “illustrate” your point.
4. Provide contact information.
   While the intent of a job aid is to provide stand-alone assistance in performing a task, there will be times when further assistance is required. To allow for such assistance, include a contact phone number or email address. I’ve even seen some job aids that list a web site where the user can watch videos that show how to perform the specific task they are working on.
5. Limit it to one sheet.
   Each job aid should fit on one sheet of paper. It may be front and back, but it’s still one sheet. If there are so many details that the job aid would be multiple sheets, consider multiple job aids. The one exception to this is in the case of a detailed checklist. I know of many industries where some of the basic checklists are three or four pages. In these cases, segmenting specific parts of the checklist to specific pages is a solid technique.

When creating a job aid, remember to focus on who will use it. As a result, your participants will enjoy training packaged with “useful job aids included”.

What are your tips for creating user-friendly job aids?

Jim

This recipe is called “Nonna’s Counter Cake” because you actually make it on a counter or table, instead of in a bowl. It was fun as a kid making this cake with my Mom, or my Italian Grandma. My kids have a blast making this cake too.

Ingredients

2 ½ Cups All Purpose Flour

1 Stick Margarine or Butter

10 Tbsp. Sugar

1 Egg

1 tsp. Baking Powder

½ Cup Milk

12 oz. Jar Preserves (Flavor of your choice)

Directions

1. Melt Margarine in small pot over medium-high heat. Or you can melt Margarine in a glass cup or bowl in a microwave oven. (1 minute on High)
2. Pour flour onto counter shaping the pile into a ring leaving about a 6-inch hole in the middle. The hole becomes your mixing bowl.
3. Using a fork, mix the egg, sugar, and baking powder together in the center of the flour ring.
4. Mix in the melted margarine.
5. Add a little milk to the mixture.
6. Push some flour from the ring into the mixture stirring with fork.
7. Repeat steps 5 and 6 until all of the milk and most of the flour have been used. The dough will be solid enough to pick up with your hands.
8. Using your hands, make a ball with the dough, and then separate it into two equal parts. You may want to leave extra flour on the counter to keep the dough from becoming sticky as you work with it.
9. Grease the bottom and sides of a glass 9 x 12 baking dish with margarine.
10. Take one part of the dough and spread it evenly across the bottom of the baking dish.
11. Using about 1/3 of the remaining dough, roll out thin strips to use as borders around the edge of the flat dough already in the dish.
12. Spoon entire jar of preserves on to dough surface in baking dish, and spread evenly.
13. Using the remaining dough, make shapes, letters, or designs.
14. Place the shapes, letters, or designs on top of preserves.
15. Bake at 350 degrees for 30 minutes.

Jim

[Image via House and Home]

Did you miss a recipe?

First day of recipes: Potato Latkes
Second day of recipes: Apple Crisp
Third day of recipes: Chili
Fourth day of recipes: Salad
Fifth day of recipes: Glazed Pecans
Sixth day of recipes: Holiday Chicken
Seventh day of recipes: Christmas Punch

EASEL BOARD

Yes, historically called a “flip chart,” but more recently shortened to “chart,” this is the old fashioned way to scribe in the classroom. While some feel this technique is outdated, I still find great value in the use of charts. For example, a Carousel Review is a wonderful instructional technique to get every participant involved in reading and writing on the charts, and to get them moving. This method involves putting charts around the room, and giving participants time to visit each chart in pairs or small groups to read what others have already written, and to add their own thoughts on the topics or ideas on each chart.

DRY ERASE BOARD

While it is often called a “whiteboard,” the board doesn’t stay blank for long. The instructor and participants can use it in much the same way as a chart. The difference here is that when you erase what has been written or drawn, it’s gone (unless you used the wrong marker, then it stays until the office gets remodeled). Of course, as some of our participants suggest, you could take a picture with your phone or other hand-held device, then erase what was written. Unlike a paper chart, you are not as limited by space. I’ve even been in training rooms where every wall was a dry erase board. That made scribing fun for me and my participants.

SMART BOARD

This electronic board is making its way into company training rooms as well as school classrooms. It actually combines the best of both boards and then some. Like the chart, you can print out paper copies of anything that has been displayed or written on the Smart Board. Like the dry erase board, you can write (with an electronic marker), and then erase anything you write (with an electronic eraser) on the Smart Board.

Some of the other features of the Smart Board include the following:

• Advance slides by tapping the screen
• Write with a variety of electronic marker colors
• Retain drawings and written text on previous screens for future reference

Smart Boards keep your participants engaged by providing the freedom to create and access course information in a variety of ways. When hosting remote training, some types of training/meeting software enable you to all make contributions on a virtual board. Each participant becomes a different color to maintain identity and individuality.

Scribing in class is not new, but using the variety of boards available to facilitate the process will keep things fresh, and keep your participants engaged.

What tips do you have for using any of the boards mentioned above?

Jim

Separate Your Candy

By separating sales from support, your department can be focused on…well…support. The goal becomes solving a problem rather than selling a product (e.g. a new course). When you have happy participants, your department is viewed in a much more positive light. While it is true that your participants look to your department for post-course support, it is actually the job of an employee’s manager to support their performance back on the job. We can still provide support in the way of job aids, online references, and maybe an occasional call or email to answer a question. The key is to keep those support activities separate from your communications about new course offerings.

Be Easily Visible

Have you ever had to search a web page for contact info, just to get a little support, only to end up completely frustrated? How visible is the post-training support that you offer to your participants?

How about providing one post-course training support number, and maybe an email address, and putting it where it can be easily found? For example, you could put this information on your company’s internal web page, on posters in your training rooms, in your manuals, or even on business cards.

Stick Together

Keep in touch with former participants, and be available when you say you will be available. This approach gives your participants an opportunity to ask questions and receive follow-up information when necessary.

When I conduct workshops, I always let the participants know they can call or email me any time with questions about training or the training industry; however, I also manage those expectations. If they need help right away, I encourage them to call because I return phone calls within 24 hours. I then explain that for less urgent issues, they can email me, and I’ll reply within a week. That may seem like a long time, but it is an attainable target considering the crazy schedules of most trainers.

Applying these lessons learned while trick-or-treating can increase your opportunities for success. By separating sales from support, providing post-course support contact information, and making an effort to keep in touch with former participants, maybe this will be the decade when your training department defines support. No tricks, just the treat of getting the support your participants expect without the sales call they don’t.

Jim

TOOLS

I have to give a group of my participants the credit for this idea; let your participants use their phones when they need a tool like a calculator. For example, in some of our workshops, the participants do some math. Well, for years I’ve carried calculators with me to class, but about a year ago, a participant said, “Hey, I’ve got a calculator on my phone.” My immediate reply was, “OK, everyone, if you have a calculator on your phone, feel free to use it for our calculation activities.” The response from the group was very enthusiastic. Now, I make that suggestion for all calculation activities.

RESPONSES

Find an audience response system (ARS) to poll your participants during class. While there are many systems to choose from, equipment is a consideration. Some systems require you to buy a response device (or clicker) for each participant; however, since we’re talking about the use of cell phones in the classroom, mClk is one system that allows your participants to use their cell phones as their clickers. One place to find this and other ARS options is the Trainers Warehouse.

DISCUSSIONS

Maybe you’d like to have discussions at each table. To encourage some friendly competition, this is an excellent way to let participants talk about an answer without the other teams hearing anything they say. Have each table group create a “Text Mailing List” such as “LLS Table1.” Then invite them to add the numbers of each person at their table, so they can “talk” during these situations.

I am a fan of finding new ways to use technology in the classroom; however, there needs to be some ground rules. I’d recommend a segment during housekeeping regarding appropriate use of cell phones during class. In addition, I find that taking a break once an hour and changing gears every 5 to 20 minutes help to keep the unwanted use of cell phones during class to a minimum.

What suggestions do you have for using cell phones during training?

Jim

Reserve

When you have extra materials, and the workshop will run again in the near future, reserve the materials for use in the next workshop. With increasing printing costs, this is a very cost-effective solution; however, it is dependent on the stability of the workshop. As long as the content doesn’t change, you can use the leftovers at a later date. As a safeguard, be sure to have a course version identified somewhere in the materials, such as in the table of contents, or in the lower left corner of each page. One example of a version identifier would be to put the month and year (e.g. April 2012). This method works until the course is updated. Once that happens, see my third “R.”

Refrigerate

When you have extra materials and the next workshop may not run for awhile, or perhaps it’s a one-time training session, create a dedicated resource shelf in your training department’s work area. While electronic resources are great, keeping one physical copy of a manual will allow for easy reference while in the office. As a safeguard, be sure to keep each “version” of the workshop. You can document versions as described in my first “R.”

Recycle

When you have too many extra materials for my first two “R”s, the next option is to recycle. This is a great solution, unless you are concerned about highly sensitive or proprietary information. In that case, you may need to shred those pages, and recycle the rest. The good news is that in some communities, you can even recycle shredded paper. You will need to contact your local public works department to find out the specific rules in your community. The other option is to use a shredding service, but be sure to confirm that they recycle what they shred.

Applying these three suggestions will help you manage your leftover materials. Reusing, refrigerating, and recycling will reduce costs while increasing availability of resources. Think of the 3 “R”s as “Training Tupperware!”

What do you typically do with your training leftovers?

Jim

Select a Year

Ask a volunteer to select a year from anytime after the year of the earliest song on your player. For example, if the earliest song on your MP3 player is from 1971, then the participant could select any year from 1971 and beyond. Once selected, go to your music list, pull it up by year, and click the chosen year. If you don’t have any music from that specific year, advance forward to the next available year. Now, you and your participants can reminisce in the music and the memories of that year.

Select a Letter

Ask a volunteer to select any letter of the alphabet. For example, a participant may select “K.” Once selected, you can go to your music list, pull it up by song title, and click the chosen letter. If you don’t have any titles starting with the specified letter, then go to the next letter in the alphabet. For example, if I had no songs beginning with “K,” I’d move to “L” and play “Lake Shore Drive” and all the other songs on my MP3 player beginning with “L.” Now, your participants can have some fun trying to think of song titles that begin with that letter.

Select a Style (Genre)

Ask a volunteer to select any genre from the list on your MP3 player. For example, a participant may select “Country.” Once selected, go to your music list, pull it up by genre, and click the chosen style. Now, your participants can enjoy a specific musical style from a variety of artists.

I used to be a radio announcer, and I loved taking requests. Now we can all play DJ when we facilitate. The request lines are open to your participants, so cue up the music in your classroom.

Jim

Mobile learning, or m-learning as it is commonly called, has been around too long to be called a “fad”, but it has also been around long enough to expose its own challenges. I’d like to share three “speed bumps” or cautions regarding m-learning in an effort to help you make good choices when using it.

Generational Appeal

Just because they like it, it doesn’t mean it’s good for them. The newest members of the work force embrace technology, and they expect to be able to use it in many areas of the work place. But that doesn’t mean m-learning is the right solution for everything. The truth is that m-learning provides a great opportunity to deliver information quickly; however, that’s only one part of training. Presenting content makes up no more than one-third of the total training package. If learners need information, updates, or job aids, this delivery method is great.

Application Limitations

It is challenging enough to allow for realistic practice in a classroom setting. Practicing a new skill through m-learning will take participants even further from “reality.” This potentially “virtual” practice environment offers little opportunity for successful practice.

Speaking of little, the screen is little. This would require less text, more “close up” photo or video demos, and minimal information on each screen. The result could mean a more time-consuming training session which defeats the point of a quick solution. M-learning is intended to be short – no more than a minute or two to complete.

Distractions

In classroom training, participants are currently distracted by their own workload, their co-workers in the session, their personal situations outside of work and, oh yes, their phones. Now there is a desire to train people using the same technology that distracts them from training.

I know attention spans are getting shorter, the newest members of the work force are more tech savvy, and the technology is available; however, there is a time and a place for everything. Learners gather in a training room to focus on training. Imagine trying to hold an instructor-led training session in the call center or on the manufacturing floor. There would be too many distractions. Could you imagine trying to train while driving, or watching TV, or having a meal? People use their phones for calls, texting, and apps while doing lots of other things; that doesn’t allow for a focused training environment. (Also, what training department wants to be responsible for accidents caused by “training while driving?”)

In conclusion, m-learning is a powerful tool if it is used wisely. Short presentations, job aids, post-course resources, and networking opportunities can be combined to make this “virtual” solution a real training aid.

Jim

Cartoons

Select 4 to 6 cartoon shows for use with this technique. Then find pictures of your favorite cartoon characters from each show. Create a set of 4 to 6 characters for each cartoon show by printing a picture of each character you’ve selected on an index card. When you want to change groups, distribute one character card from each show to each table. Keep in mind that the number of shows you use is based on the number of table groups, and the number of characters you distribute is based on the number of participants at each table. Then, assign each table a specific cartoon show. Once every participant has a card, invite them to move to the table representing the cartoon to which their character belongs.

For example, if I wanted to go old school, I could use “The Jetson’s” as one of the cartoon shows. I’d print pictures of George, Jane, Judy, Elroy, Astro, and Rosie. If I wanted to be more current, I could use “Phinneas and Ferb.” I’d print pictures of Phinneas, Ferb, Candace, Perry, Dr. D, and Vanessa. I’d put a different cartoon title on each table’s chart, so participants would know which table to join.

Comic Strips

Talk about old school. Consider some of the choices here. You could select “Archie,” “Blondie,” or “Dilbert,” just to name a few. Again select 4 to 6 different comic strips. Create sets of cell cards to create an entire strip by printing a picture of one comic cell from one comic strip on an index card. When you want to change groups, distribute one cell card from each strip to each table. Keep in mind that the number of comic strips you use is based on the number of table groups, and the number of cells you distribute is based on the number of participants at each table. Then assign each table a comic strip. Once every participant has a card, invite them to move to the table representing the comic strip to which their cell belongs. For an even greater challenge, have each group then put their cells in the right order.

Musical Eras

Select 4 to 6 songs/artists from each decade beginning in the 50s. Create sets of 4 to 6 music cards for each decade by printing each song title and artist’s name on an index card. When you want to change groups, distribute one music card from each decade to each table. The number of decades is based on the number of table groups you have, and the number of songs/artists is based on the number of participants at each table. Then, assign each table a decade. Once every participant has a card, invite them to move to the table representing the decade to which their music belongs.

For example, if I wanted to use the 80s, I might select Huey Lewis, Madonna, Prince, and U2. I’d include a song title for each artist as well. I might even add an icon for each decade. For example, a 45 RPM record for the 50s or the MTV logo for the 80s.

No matter which technique you choose, the key is to find creative ways to change groups. Besides, “Learners just want to have fun” (oooh, Cyndi Lauper from the 80s)!

Jim

Why?

Changing groups provides an opportunity for each participant to gain additional perspectives from others. It also allows for great networking opportunities internally or externally. It even creates a fresh group dynamic. In addition, the level of participant job experience can be more evenly distributed throughout the group. There is also an interesting side effect of changing groups; the frequency of sidebar conversations is often reduced because participants may not be sitting with a coworker whom they know well.

When?

As a general rule, it is recommended that you change groups once per day in multiple day workshops. There are two ideal times to change groups; the first is at the end of the day. I prefer this approach because everyone knows where to sit when they come in the next day. I may even relocate them at the end of the day, but wait to conduct the icebreaker until the next morning so they have more energy.

The second option is to change groups just before or after lunch. Of course, you could relocate the participants before lunch, and conduct the icebreaker after lunch.

How?

While you could simply have each participant count off by the number of groups you have, there are more creative ways to make this change. One of my favorites is using playing cards to redistribute the participants. Then I use the cards in the icebreaker.

For example, with 16 participants in 4 groups, I’d use the following steps:

1. Order 16 playing cards so that each group gets the same card values (ace to four), but in a different suit (hearts, diamonds, etc.). Table one would get the aces, table two would get the twos, etc.
2. Assign a suit to each table. Table one = clubs, table two = diamonds, etc.
3. Ask the participants to move to their new table based on the suit of their card, and be sure they bring their cards with them.
4. Once moved, have each table put their new cards in a pile.
5. One participant at the table takes the pile, shuffles it, and randomly selects a card.
6. That participant then shares that many answers with the new table group. (A=one answer, 2 = two answers, etc.) Consider questions like: “List # things the group may not know about you.” or “Answer # questions created by your group.”
7. Repeat steps 5 and 6 until all participants at the table have answered the questions.

In part two of this blog, I’ll share three other group changing techniques that participants really seem to enjoy. Until then, remember—change is good!

Jim