Written by: Melissa

It’s been a while since the beginning of 2013. How are those New Year resolutions going? Do you even remember them? (Did you even make any?)

Well, even if you didn’t set goals for yourself at the start of the year, it’s never too late to start. In fact, New Year resolutions might just be another form of procrastination when it comes to setting the goals that will last you a lifetime. (“I know, I’ll do it next year!”) So, let’s get down to brass tacks…what will it take for you to accomplish the goals you’ve set for your life: starting a new job, a new hobby, getting that certification, or learning a new skill set? In other words, what will it take for you to be successful?

As luck would have it, I recently came across an article in Investor’s Business Daily (one of my husband’s favorite publications) on what makes people successful. IBD spent years analyzing leaders and successful people in all walks of life and put together a list of the ten traits which, when combined, can turn dreams into reality:

1. How you think is everything. Always be positive. Think success, not failure. Beware of a negative environment.
2. Decide upon your true dreams and goals. Write down your specific goals and develop a plan to reach them.
3. Take action. Goals are nothing without action. Don’t be afraid to get started. As Nike says, “Just do it.”
4. Never stop learning. Go back to school or read books. Get training and acquire skills.
5. Be persistent and work hard. Success is a marathon, not a sprint. Never give up.
6. Learn to analyze details. Get all the facts, all the input. Learn from your mistakes.
7. Focus your time and money. Don’t let other people or things distract you.
8. Don’t be afraid to innovate; be different. Following the herd leads to mediocrity.
9. Deal and communicate with people effectively. No person is an island. Learn to understand and motivate others.
10. Be honest and dependable. Take responsibility. If you don’t, numbers 1-9 won’t matter!

Do you already possess some of these traits? Have you had success as a result of these traits? Finally, do you have any secrets to success you would like to share? I’d love to hear them!

It happens every four years in the United States; it’s time for the presidential election. A crucial part of any election campaign is the debate between the candidates. This is the candidate’s chance to persuade the voters, inspire trust, and ultimately get votes. A debate can be highly competitive, and when competition is fierce, projecting confidence can tip the scales in the speaker’s favor.

As a speaker myself, I found myself critiquing the public speaking skills of the candidates rather than their policies. After watching (and critiquing) the first two debates during this recent presidential election cycle, I felt compelled to research public speaking (specifically, speaking with confidence), to see what the experts had to say. One such expert is Carole Hale Alter, author of The Credibility Code (one of my favorite books on public speaking).

Her book outlines five simple steps for speaking with confidence. And while you may not be planning on running for President of the United States, chances are you’re a training professional and/or a public or motivational speaker who not only needs to be competent, but has to look competent. Below are Ms. Alter’s five essential tips for projecting confidence and competence:

Keep your head level. This means no raising or dropping your chin, which can appear either aggressive or submissive.

Speak with optimal volume. If you’re a Seinfeld fan, you’ll remember the “low-talker” episode. Even in business, people often speak too softly or drop their volume at the end of sentences. Recognize the difference between adequate and optimal volume. Use a microphone if you’re soft-spoken (like the Presidential candidates do).

Hold eye contact for three to four seconds. Eye contact is a key indicator of confidence. Yet there is a difference between making eye contact and holding eye contact. Duration is critical! In the Western world, holding eye contact for three to four seconds is optimal.

Keep your hands in the gesture box. In poker, a “tell” is a subtle signal revealing the strength or weakness of a player’s hand.

Gestures can be telling to others. The most effective hand gestures happen inside the “gesture box,” no higher than your sternum, no lower than your hips, and no wider than your shoulders.

Avoid using speech fillers or uptalk. Fillers are superfluous sounds or words, such as “um” and “you know.” Uptalk is misplaced upward vocal inflections that sound like question marks at the end of sentences. Today, both vocal patterns are widespread in our culture. Be vigilant in not picking up these habits, as both can erode your credibility.

Experts agree that watching and critiquing other speakers (be it the Presidential candidates or others) can be helpful for your own growth and development. But when it comes right down to it, there’s nothing like actually doing. Practice, Practice, Practice! Consider attending our one-day workshop, “Polish Your Presentation Skills,” for practical application and valuable feedback. I, uh, hope to, uh um, see you in a workshop like, uh, soon!

How do you use instructional techniques or presentation skills to project confidence?

At Langevin, we teach a process-driven project management system adapted specifically to the training field. In my experience, having a structured process to follow makes project management easier, whether you’re planning a wedding or leading a training-related project. The process we teach consists of four easy-to-follow phases, beginning with the Concept phase, followed by Planning, then Execution, and Close Out. In this blog, I’ll take you through the process and give you a high-level overview of what happens at each phase.

Let’s begin by defining the term “project.” A project is a “temporary undertaking to create a specifically-defined deliverable.” Notice the word “temporary” in the definition; it implies that every project has a linear life—a beginning and an end. “Project Management” is “the process of acquiring, organizing, and coordinating personnel and material resources to ensure a deliverable is complete, on time, within budget, and in accordance with specifications.”

These are the four phases of our Project Management Cycle:

Concept:  In this phase, you want a clear understanding of the project requirements, including: what the deliverable is, who it’s for, your client’s priorities, its stakeholders, and how you’ll keep your client informed about the status of the project.

Planning: The most crucial part of the planning phase is figuring out all the major tasks that need to be completed so you can estimate the time and resources needed. We call this a Work Breakdown Structure (the most critical step in the PM process). Once you’ve estimated how much time is required to complete the project, you can identify the resources you’ll require for the project, the most important of which is your staff.

Execution: Your role as Project Manager is to ensure the team members assigned to each task complete the work on time and according to budget and specifications. You then report the project status to your stakeholders. Make sure you address the following three items in either your written or verbal status reports: accomplishments/major milestones that have been completed since the last report, a list of, and explanation for, any tasks that are behind schedule/any other variances in the plan, and finally, a list and description of any pending items/upcoming critical tasks for the coming period.

Close Out: The last and final phase of our Project Management cycle involves verifying the deliverable against its specifications. This means paying attention to detail! We suggest a multi-level editing system that involves several edits (one each for content, grammar/punctuation, and format). Finally, document lessons learned once the project is complete—look at whether the project was a success according to the client’s expectations and specifications and identify any mistakes so they may be avoided in future projects.

Once you’ve completed the Lessons Learned Report, you’ve completed the four phases of our Project Management Cycle. If you follow this process for your next training project (upcoming wedding, holiday party, or home renovation), you should be able to conceptualize, plan, and coordinate your project on time, within resource requirements, and to specifications. If project management is something you’d like to explore further, consider our two-day workshop, “Project Management for Trainers” or our “Project Management for Trainers Resource Kit” (a user-friendly self-study guide).

Melissa

To begin with, most of our Langevin Alumni agreed that “Orientation” and “Onboarding” are not necessarily the same thing, although in my experience, it really seems to differ from one organization to the next. One LLS Alumnus defined orientation as the provision of information specific to what a new employee might need to know about the company they’ve joined and the culture where they’ll work (org chart, benefits, code of conduct, harassment, compliance, etc.). Often it is the training department that conducts these sessions and they can be done in a variety of ways (ILT, technology-based, or paper-based).

Onboarding is defined as the knowledge and skill an employee will need to perform their job function (synonymous with how Langevin defines training) and can take place via classroom instruction, on-the-job training, e-Learning or a blended approach. Again, many organizations marry the two and simply call the mainstreaming process of a new position, onboarding. One thing everyone did agree on is that this process, whatever you want to call it, is a crucial element to both individual and organizational success and establishes a strong foundation for the future.

So, just what is the key to a good onboarding program? Michael Watkins, author of The First 90 Days and renowned leadership transition expert, offers guidelines for successful employee onboarding programs. Below are five simple steps to make a great first impression on your new employees.

1. Clearly define the job role and represent it honestly. Few things are more disappointing to a new employee than the realization that the job they were offered is far different from what they’ll actually be doing. Misrepresenting the employee’s new role destroys trust immediately, after which no amount of orientation efforts can undo the initial damage. Consider creating a task list for new employees (according to their role), clearly stating what they will do on the job.
2. Have all relevant paperwork ready. Make sure all administrative forms, such as employment, direct deposit, and benefits are ready to be completed on day one so the new employees can begin to focus on the more job-specific content.
3. Clarify the company culture. To avoid future confusion (or embarrassment), provide employees with company information, policies, dress code, etc. If the organization has a New Employee Handbook (which your training department may help to create), distribute it early and make sure all employees know how to use it.
4. Create a written plan detailing job objectives and standards. Documented objectives and expectations help diminish any confusion about a new employee’s job function and opens up the floor to discuss concerns or new opportunities. If documented standards don’t exist in your organization (sounds crazy, right – it happens all the time), you may have to create them (a.k.a. task analysis).
5. Think beyond the first few days. After sixty to ninety days, request formal feedback on the new employee’s experience in your NEO/Onboarding program. You can also solicit feedback from the employee’s supervisor. Take this opportunity to address any issues or concerns as well as to note any accomplishments so all parties are confident that the new employee is poised for success in his or her role.

Now, I’d love to hear from you, Langevin Alumni! What training, resources, and other events make up your organization’s onboarding program?

Melissa

1. Arrive early and stay late. I arrive to my training room/facility at least thirty to sixty minutes early to allow for any-last minute changes to the set-up and to get in the zone. It also allows me to greet and welcome the learners as they arrive. At the end of the day, I stay until the last participant has left, so I can answer any remaining questions and so it’s not perceived that I’m only there for the paycheck. The training day is about the learners, so I remain available until the day truly concludes. I share my extended hours during “housekeeping” at the beginning of the workshop.
2. Be complimentary. Whenever I see or hear something I like, I call it out! Maybe the participant has a great pair of shoes, eye-catching jewelry, or a cool techie gadget. Maybe they simply say something brilliant. I just make sure it’s genuine; people can spot a fake a mile away!
3. Use people’s names. This one is a no-brainer (and a proven stroke to the ego). I do my best to learn people’s names (use name tents or badges) and use them in one-on-one conversations as well as large group discussions. If there is a point that I think would be especially relevant for a learner, I say, “John, based on your situation, this might be a good process for you.” It also shows that I’m listening and attentive to their needs, examples, and questions.
4. Be social. I give out my business card at the end of each workshop and collect those of my participants. I also ask to connect with them through our Langevin Alumni Group on LinkedIn. It’s always great to be able to continue the conversation after the training, and social media makes it easy to do. Finally, I try to have lunch with my participants at least once during a multi-day workshop. This gives us a chance to get to know each other (beyond all things training) and I find I enjoy it as much as they do!

In my experience, the techniques described above send a message to my participants that says, “I recognize you as an individual and am reaching out to connect.” What other instructional techniques do you use to connect with your participants in an instructor-led classroom setting? Our readers want to know!

Melissa

Ingredients:

6 eggs

1 quart whole milk

2/3 cup of sugar

1 tbsp Vanilla

Directions:

1. Heat milk until you cannot tolerate a drop on your wrist.
2. Separate egg yolks from whites, discard egg whites.  Blend yolks and sugar.  Add this mixture slowly to the heated milk.  Reduce temperature.
3. Continue stirring until mixture thickens to where it coats the spoon.  (If this mixture cooks too much, it curdles, and you will need to begin again.)
4. Remove from heat.  Let cool slightly.  Add Vanilla.
5. Optional:  strain the mixture.

Serve chilled in a glass.

This recipe is close to what restaurants consider ‘Crème Anglaise’ but it’s much better.

Melissa

[Image via Charm of the Carolines]

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
Eighth day of recipes: Nonna’s Counter Cake
Ninth day of recipes: Holiday Hummus

Langevin defines strategic planning as a “top-down” approach meaning the directives come from the ‘top’. Strategic planning is visionary or future-oriented, and sets the strategic direction of your training function as it relates to the achievement of the organization’s objectives. It has several components or steps, whereas operational planning requires fewer steps. It’s a “bottom-up” approach and addresses an organization’s current job performance needs.

The strategic planning process is typically done by a Training Manager (though you can certainly get your staff involved at all levels). The first step is to write or revise a mission statement for your training department. Make sure that your training department’s mission statement reflects that of your organization. The second step involves identifying your organization’s goals and objectives in order to create training department objectives. You may have to look to annual reports, business plans or simply interview executives to get the information you need. If the objectives of your organization are unclear, you may have to conduct interviews with executive management to get clarity. Once you’re clear as to your organization’s goals and objectives, step three is to write the training department’s objectives, using a simple formula (identify a specific target or result and a set period of time) based on what the organization wants to achieve. Don’t forget to align any existing training department objectives with those of your organization. Objective alignment is a must (and a great CYA tool) for any training department! You shouldn’t have a bunch of training department objectives that don’t align with the organization’s. The last step is to establish/revise policies for your training department around design, delivery, training needs analysis and administration. I would describe a strategic plan as a “work in progress”, so updating it frequently is normal and part of the process.

Operational planning is pretty straight forward and involves looking at two things: auditing your existing training programs (will you continue to offer the course, revise it, or cancel it?) and forecasting new training programs based on data collected in a Training Needs Analysis.

Again, make certain you can link each of the training programs on your plan to an organizational objective! I’ll close this by sharing one of my favorite Zig Ziegler quotes, “People don’t plan to fail, they fail to plan.” And with that, I’ll simply say, “happy planning.”

Melissa

It became apparent that this Assistant Manager was not an iPhone owner, nor was he a SME (subject-matter expert) on the iPhone. He couldn’t tell me much about how it worked, how it was different from a DROID, or how to use one of the iPhone 5’s most unique features, “Siri.” Needless to say, I left thirsting for more info on my new toy and wondering why there wasn’t an iPhone SME available at the store.

Consequently, I started thinking about SMEs in general, and specifically, using them in a training capacity. After all, SMEs come to a topic with a great deal of knowledge and expertise. What they may not be as familiar with is how to train or transfer their knowledge to other people. As companies streamline their budgets, they are calling upon SMEs more and more to deliver training. If you are a subject-matter expert being asked to deliver training in a classroom environment, read on. Below are five helpful tips…

Follow a detailed lesson plan. You are the subject-matter expert and, by definition, you likely know a lot more about the content than those in your class. That said, learners would be overwhelmed to hear everything you can tell them. So, stick to your lesson plan and focus on the “need-to-know” content only. One word of caution: if you’ve prepared thoroughly, you won’t need to read directly from your lesson plan. Simply refer to key points you’ve made in your PowerPoint notes to keep you on track.

Use PowerPoint sparingly. Use slides to illustrate main points with appropriate graphics. As a subject-matter expert, you know your stuff, so list key points as succinct phrases (bullet points) rather than complete sentences. They will be all you need to prompt you to cover salient information. If you need more information, refer to your notes.

Get to know your audience. You know what they say about assumptions, so don’t assume you know your audience until you’ve spent some time with them. Introduce yourself to each participant as they enter the training room. Conduct an icebreaker at the start of the training to get to know more about the people you’re training.

Move with purpose. Moving around the room helps you engage learners as well as manage your own nervousness. Think about where you’ll be moving, where learners can see and hear you best, and how you’ll integrate your location in the room with visuals. Avoid pacing back and forth, and please, avoid the spotlight. In other words, don’t stand in front of the multimedia projector!

Make the training stick. Just because class is done, doesn’t mean your job is. Follow up on outstanding questions or actions you committed to during class. Check in with learners via email or set up a “group” via company intranet or other appropriate type of social media to maintain open communication and on-going support. Finally, encourage managers to conduct post-training briefings with their employees soon after the training wraps up.

Finally, you could enroll in Langevin’s Instructional Techniques for New Instructors 3-day workshop, as it addresses all of the above. Care to share any tips/techniques of your own?

Melissa

1. Acknowledge your strengths but know your limits. No one expects you to be good at everything; in fact, it’s your job to recognize the strengths of your direct reports and let them deliver. You don’t show confidence by trying to do things beyond your ability.
2. Be willing to step outside of your comfort zone. Don’t always settle for what is safe if pushing the envelope could result in a more positive outcome. While a healthy fear of failure can keep you realistic, it shouldn’t keep you from taking a few measured risks.
3. Own up to your mistakes. Trying to cover up your own errors will send the wrong message to employees, and mistakes will inevitably happen. The important part is to admit when you’ve erred, fix the problem, and learn from the situation.
4. Speak up. Quiet observation is appropriate in certain situations, but regularly staying silent can send the message that you don’t understand what’s going on or don’t have the confidence to assert yourself. Either can leave your employees wondering if you’re a worthy leader to follow.
5. Don’t boast. Strong leaders earn respect and exude confidence through their actions. Singing your own praises may cause people to wonder if your self-proclaimed magnificence is for real.
6. Be prepared. Failing to do your homework before a meeting or discussion is a good way to appear unconfident. If you’re caught off guard, don’t try to fake an understanding; it’s okay to admit you’re not up to speed and reschedule a conversation.

It can be understandably difficult for employees to get behind leaders who regularly second-guess themselves, apologize repeatedly, or let fear rule their decision-making processes. No one is born a leader; you become one.

Engaging in behaviors like those listed above can help ensure that you’re viewed as a leader your employees feel comfortable following. Training Managers, how many of the above six qualities do you possess?

Melissa

The process begins by identifying a potential client. Once you’ve done that, you must familiarize yourself with their business functions and processes within the organization. Performance consultants need to be informed and knowledgeable, not only about the client’s business but the organization’s as a whole.

So, how will you enlighten yourself? Do your R-E-S-E-A-R-C-H!

Below are eight tips to help you ‘plug in’ to the business (client and organization). If you’re new to performance consulting, you’ll want to make a strong first impression, as it’s often the most lasting one.

1. Read your organization’s (and your client’s departmental) mission statement, customer satisfaction reports, newsletter, and any other documents, as well as trade publications, industry journals, government reports, and magazines.
2. Enquire into your client’s plans—strategic, sales, marketing, operational, product development, etc.
3. Speak your client’s language. Get comfortable using terms commonly used by your client and his/her department.
4. Exchange your services for knowledge. Agree to work on special projects for a few weeks or months to gain insight and information into the operations, customer service, sales /marketing, and any other function of your client’s department.
5. Access your organization’s web page often.
6. Review your client’s reports and documentation on employee performance.
7. Closely observe your client’s top performers. If possible, spend time with them for a couple of days. Watch what they say and do, how they say and do it, and ask questions about why they say and do it.
8. Have coffee with your client and his/her employees. Discuss what’s going on in their department, the things that are going well, and the things that aren’t.

Doing your “RESEARCH” will help you develop a solid understanding of your client’s (and the organization’s) business functions and processes—and make you better equipped to meet their training or non-training needs.

Performance consultants, what techniques are you using to get to know your client’s reality?

Melissa