Well, we got through another holiday season, and the month of love (February) is now in the record books. So now we can look forward to another reason to celebrate and have fun – St. Paddy’s Day! After all isn’t everyone a little Irish on St. Paddy’s Day? (I know I am!)

Training should also be a reason to celebrate and have fun. As we all know, when learners are having fun, they learn more easily, and retain more information as well.

Here is something I do to have fun, in the classroom, and it does not involve kissing the Blarney Stone!

How about creating theme days in your class? For example, I have food themes where I use food-related puzzles for course reviews. When discussing key points, I also will use quotes, analogies, and stories that all relate to food. You can even draw pictures of food on your charts to add some fun. You can go as far as you want with your theme. For example, you can serve snacks, decorate the room, or even dress-up/wear some type of outfit. Remember, it is your call, and the more creative you get, within reason of course, then the more memorable your training can become – and the greater the learning.

So now that St. Paddy’s Day is approaching, how about getting out those green markers, practice drawing shamrocks, and try to create some training memories for your learners.

Lastly, for all you web designers, creating themes can also make a huge difference between having just another boring electronic page turner, or making your e-learning a very powerful and memorable training experience.

Ooops – I remembered another one: When Irish eyes are smilin’!

Ron Ron the Leprechaun

Role Play

Learners need to see how they did soon after performing a role play, so I like to leave the participants who performed the role play in a separate viewing room after they finish recording to give them the opportunity to play back their performance. Provide a job aid or checklist of things to look for so they have a framework to assess their performance. If each participant has had an opportunity to play each role, there may be a few short videos to watch. Have the small group watch each video together, and provide feedback to each other. Before they retire to the viewing room, be sure to encourage them to exchange balanced feedback, beginning with what went well and then exploring opportunities for change. This small group environment typically provides safe, yet honest, feedback.

Task Assessment

It’s important for participants to see a task performed properly in the classroom before having the opportunity to practice. Conducting a proper demonstration requires the right equipment, timing, execution, etc. These variables may not be constant in a classroom environment. With that in mind, playing a pre-recorded demo may be the best way to go. Video technology can help you take advantage of close-ups, freeze live action, and even add text to the screen to support the demo. When introducing this presentation technique, simply introduce the topic, and then invite the group to watch the demo. You have the option to pause for questions during the demo, or you can ask that the group hold questions until the demo is complete. You can always play it a second time if needed. That is much easier than having to reset all of your equipment so you can repeat a live demo. The other advantage to a pre-recorded demo is the fact that it is consistent. No matter who teaches the class, you can be sure that each group of participants will see the same demo handled the same way. That consistency supports the credibility of your training.

It’s also important for each participant to observe their own work objectively. After performing his or her role play, each participant could conduct a self critique using a job aid or checklist. Self-correction provides a very safe environment for feedback. Ensure that the playback method is easy to operate and can take place in a private setting. If the materials are available to help each individual as they self-critique their performance, there is no need to play the video for the entire class.

Object Lesson

After recording an object lesson, play back the video to highlight your points. In this situation, the video is played for the entire group. I’d suggest that you cover one key point, and then have the group watch a segment of the video to see that point come to life. If you are planning to cover three major areas, consider recording three segments so that one recording can be used for each area to be covered. This type of play back can be a great springboard into a large group discussion on the topic as well.

Timing also makes a difference. Consider recording right after lunch, and then playing these videos back later in the afternoon. To make the play back even more enjoyable, serve up some popcorn or other movie snacks to drive home the movie theme.

When used appropriately, video can provide an interesting variety of presentation and feedback methods in the classroom.

Jim

I called a break and asked my class clown to join me for a cup of coffee. After a bit of small talk I said, “I’m really enjoying your sense of humor, but I’m beginning to get a bit sidetracked when you add a comment after each of my key points.” He pondered that for a moment and then replied “I’ve always taken on the role of class clown; I’m constantly telling jokes at the office and no one seems to mind.” He then reflected on the situation a little bit more and continued by saying, “Sometimes they ask me to tone it down. I guess I’m being a little over the top here.”

He assured me he would keep the jokes to a minimum from now on. I thanked him, but I also asked for his help with a mock interview I was planning on introducing after the break. With his outgoing personality, I knew that he would be perfect for the role. He was delighted to help me and did a fantastic job playing his part.

As I think back on this situation, I think was important to address the situation before my frustration built up even further. However, it was just as important to remain respectful and encouraging to my class clown. Taking his outgoing personality and channeling it into a positive rather than negative purpose allowed him to maintain his self-esteem while at the same time giving him the “air time” he seemed to need.

I think Mama would agree with the approach taken, do you?

Jim

The good news is we can overcome most of these issues with good training design and delivery by including relevant, useful content, building in realistic, job-like exercises, and adding some fun and excitement during course delivery with games, puzzles, cartoons, and such.

Even while using all the ideas above, I’ve seen the group dynamic sag at times. Even the most enthusiastic learner can get tired after a while, no matter how great the training is. I’ve been trying a new little trick to counter that issue, and it seems to be helping quite a bit: Get people out of their seats whenever you can. When people move around and use their muscles, their blood oxygen goes up. It just takes a little bit of physical activity to revive their flagging brain cells. Here are a few ways I recharge my learners that may work for you, too:

Active Group Exercise

Give them an active group exercise to do. Ask everyone to get up, gather around their flipchart or whiteboard, and record their work there.

Group Discussion Variation

Use some variation of group discussion. Place key statements in halves on separate index cards, hand out one half-sentence to each learner, and ask them to find their partner. Debrief by having pairs confirm their findings as they read them out loud.

Seat Switch

Periodically make everyone switch seats to create new, fresh group dynamics – especially if people have been in the same seats since you started a few hours ago.

Ball Review

Plan a review of a key lesson. Have everyone write down one thing they’ll do differently, then stand and form a circle around the room. Ask them to throw a ball to each other and share their idea when they receive it.  For more great, creative review ideas, please see our 55 Creative Tools for Trainers book.

Hourly Breaks

Take a seven minute break every hour rather than a fifteen minute break every ninety minutes – especially if a lesson is kind of long and feels like hard work. (Good! That means the training matches the job.) A quick break can help to counter the effects of hard work.  For more information about the impact and rationale for using short breaks, check out this blog post called GIMME A BREAK.

New Puzzle or Game

Look for a new puzzle or game to liven things up after a break. Send teams to their charts and see who can list the most items in one category in ninety seconds. The category can be work related (acronyms, supplier names, equipment terms, etc.) or just everyday stuff (kinds of cheese, breeds of dog, cartoon characters, etc.)  Ralph’s Ultimate Collection of Brainteasers, Puzzles & Trivia has a bunch of great puzzle ideas.

Have you ever told learners it’s break time and had someone in the room say, “Already? Wow!” It sure is a nice feeling. Using some of the ideas listed above, I’ve noticed more people reacting that way when I call a break. Try to get people moving every 20-30 minutes. The trick is to throw in enough physical activity for your learners to balance all their mental activity.

Alan

TIP#1: Team Icebreakers

When working in teams or table groups, it is important that your participants are comfortable with each other from the start, even if they already know each other. To get the groups working together right away, try a group resume. Each team member contributes his or her information, and it is represented collectively on a chart. Years of experience, for example, is always interesting because the combined experience of the members of one table group may be very high, though some members may not have much individual experience. Types of work, hobbies, and a unique group name based on the group’s information will make for fun and informative introductions.

TIP#2: Share Expectations

Participants come to training with some idea of what they expect to gain by attending. Have each group write their expectations on a chart. When complete, you have many options for tracking these expectations. You could post all of the charts on a wall, and invite participants to put a check mark by their expectation once it has been met. Another option is to revisit the charts at the end of class. Have each group look at the chart they created, and come up with specific examples of how each expectation was met. No matter which method you choose, you will want to monitor the charts throughout the training to be sure all expectations have been met.

TIP#3: Generate Content

Presentation doesn’t mean one-way communication. When your participants have some experience with the topic you are going to cover, let them start generating some of the content. Each table group can brainstorm a list on their chart, and then share the information with the large group. Another option is the “Abbreviated Lecture.” As a large group, ask the learners to list everything they know about a topic. When they are finished, you can add any predetermined items that they may have missed by saying, “These are great, and here are a few more things to keep in mind”. If they cover all that you planned to cover, simply say, “Nice job. You know a lot about this topic.” Then you can move right in to an activity where they apply the concepts.

TIP#4: Debrief

One of my favorite debriefs after a brainstorm is called an all-inclusive debrief. Normally, after a brainstorm, each group only covers one or two items from their chart which can minimize the importance of what they have created. In an effort to include all items listed, try this approach. Invite a spokesperson from each table to stand at his or her group’s chart. Then, in turn, each spokesperson states two items, and places a check mark or an asterisk next to the items they stated. Each spokesperson at the other charts also marks those same items on their charts to indicate that they have been covered. Continue in this fashion until all of the items on one group’s chart have been checked. The spokesperson from that group then sits down. The others continue until all items on all charts have been covered and each spokesperson is sitting. This technique is especially powerful for topics of great importance or significant group experience.

TIP#5: Review Course Material

Rather than restating what you have covered, let the participants conduct the reviews. Each table group can list key items covered, maybe one item per person at the table. Another approach is to write a word down the side of each chart, and have the groups come up with a word or phrase beginning with each letter to summarize key teaching points. I like to use words derived from major sections or topics that have been covered in class. To wrap up, you can answer any questions generated by the review.

Participants don’t like “On-Hands” training, where they sit on their hands and listen to someone else talk. Instead, they prefer “Hands-On” training, where they are involved in all aspects of the training. With that in mind, let them get their hands on some chart markers and take an active role in what they learn.

Jim

Icebreakers

We all know what icebreakers are, we’ve all used them and I bet we’ve all had situations where the icebreaker did not achieve the intended result of “breaking the ice.” As Instructors, we often go to our book of training games and pick a favourite icebreaker sometimes without much thought. Then we may blame the activity when something awkward or embarrassing happens during the icebreaker.

Over the years I’ve seen people become embarrassed during “Remember that Name,” a person recalling a hurtful situation while doing “Dreams and Nightmares” that made group members uncomfortable, and a person revealing very personal and private information during “Two Truths and a Lie,” again causing discomfort within the group. Keep in mind that there is nothing wrong with these icebreakers, but they have to be carefully set up and administered. I’ve seen people become upset, insulted, and angry as a result of activities that were intended to build climate and rapport. So let’s agree that any old icebreaker won’t do. We need to keep in mind that there is a strategy to selecting and conducting the right icebreaker at the right time.

Here are some tips:

Know your audience

What is their comfort level? What is their organizational level and what is the corporate culture? Is this a group that is in the forming stage, where an introduction activity is required, or has the group already formed and need a team-building icebreaker to get them to the next stage of group development?

Start off safe

The first icebreaker of the course should be very safe. Avoid asking participants to reveal very personal information too early. If people feel pressured early in the workshop it might have a negative effect.

Build gradually

Save activities that ask people to give up very personal information until later in the course when they feel more comfortable. On a multi-day course begin each day with an icebreaker to maintain climate and rapport.

Keep it simple

The instructions for the activity should be brief and clear. Keep the activity itself simple or it will be viewed as a time waster.

Make it relevant

If you can relate the icebreaker to the course content it becomes more meaningful.

So the next time you are planning a workshop, choose the icebreakers carefully. Selecting the right icebreaker for your group will assist you in building rapport among the learners and setting them up to work together to maximize their learning.  If you would like to learn more about icebreakers, creativity, and fun in training, check out our 55 Creative Tools for Trainers book.

Langevin Team

Tip #1 Move that Furniture!

Space permitting, periodically have your learners move their chairs away from their computers and gather around you and your flipchart. You are now free to use the flipchart to play a game, to do some brainstorming, or to use a creative lecture technique like graphic association to review knowledge associated with your computer training.

Tip #2 Make your Learners Instructors!

From time to time, ask your learners to volunteer and demonstrate a skill on your PC in the front of the room. This way, you can stand in the back of the room or on the side of the room to monitor the class while also ensuring the volunteer is demonstrating the skill correctly on the projection screen. This technique increases class participation and gives your learners a break from hearing your voice all of the time.

Tip #3 Use Peer Tutoring!

In every learning situation you typically have learners who “get it” faster than others. Take advantage of this situation! Pair up your employees and let them teach each other. First, you need to demonstrate the skill on your PC so that everyone sees how things are done and then let the pair teams work together to do some practice exercises. One person can be the coach while the other person practices the skill. Then have the learners switch places so that each person has a chance to play each role. You are now free to monitor your group, answer questions, and prevent internet surfing!

Tip #4 Play Short Games!

Who says you can’t play Jeopardy in a computer lab? First, create the game board on a power point slide or a flipchart and write up your content-related questions ahead of time. Group your learners into teams and tell them to log off their computers. Play the game after lunch or at the end of a training day to present content or review key material.

Tip #5 Conduct Question & Answer Sessions with a Twist!

Take a break from computer work and conduct periodic Q & A sessions. Ask learners questions like “How might this software improve your job performance or help our customers?” or “What are some key things to remember about correctly using the ABC software program?” Toss a Koosh^® Ball or some other fun, safe object to the employee who answers your question and have them toss it back to you. If a question has multiple answers, instruct your learners to give one answer while catching the ball and ask them to choose another employee in the room to toss the ball to who must give a different answer. This technique adds fun and motivation to the session. Be sure to monitor the employees closely to make they have fun but toss the ball safely to one another.

Remember, do not overuse any specific training technique or it will lose its effectiveness. So, give these tips a try and let me know how you’re doing! What are some other ways you can design interactive and motivating sessions in a computer lab?

Lynne

No matter which side you’re on, one thing is clear: telling jokes can land you in some hot water.

I learned this the hard way, early on in my career with Langevin. Initially, I thought my main responsibility as a trainer was to make people laugh.  (Don’t get me wrong, it’s nice when people enjoy themselves but it shouldn’t be your sole focus.) I used to tell lots of jokes in my classes, thinking this was a sure fire way to get some laughs. I also told a lot of lawyer jokes, most of them mocking my former profession. Hey, there’s nothing better than self deprecating humor, right?

So I told this one joke about God in heaven having a conversation with Satan, down below. The punch line for the joke targeted lawyers – not Satan, God, or any other religious figure. Now, I never gave this joke much thought until I received an evaluation form from a participant. She wrote, “The instructor told a joke in class that I found offensive for religious reasons.” WHAT??!! I wasn’t even thinking about religion. These were just two characters in a joke and I was trying to make fun of lawyers!!

I couldn’t believe that I had offended someone in my class and it had NOTHING to do with the training. It was just me trying to entertain and looking for the laugh. From that day forward, I decided to never tell another joke in the classroom again. And to be honest, I don’t even miss it. Keep in mind, I still use humor, spontaneity, and stories to keep my audience engaged, but NO jokes!

Now, let’s be clear. I’m not saying that you can NEVER use jokes in the classroom. In fact, some of you may have found great success with them. So for those of you who still tell jokes (my Jerry Seinfeld, Dane Cook, Ellen DeGeneres, Lewis Black wannabes), keep the following guidelines in mind. From the home office of Langevin Learning Services, here are the Top 10 Faux Pas of Joke Telling:

10. Don’t tell jokes that you don’t understand.

9. Don’t use insulting or non-inclusive jokes.

8. Don’t laugh at your own jokes.

7. Don’t read your jokes – tell them.

6. Don’t reprimand the audience for not laughing.

5. Don’t use canned jokes that have no connection to your content.

4. Don’t announce that you’re going to tell the “best joke ever!”

3. Don’t humiliate people.

2. Don’t be sarcastic.

1. Don’t place the focus on you rather than the learners.

What’s your position on joke telling? Are you a fan or are you against them? Let’s hear your stories and as Lady Godiva said when she stepped off her horse, “I’ve come to my clothes.” Get it, like “close?” No wonder I gave up joke telling!

Marsha

Role Play

Role playing is a fantastic way for learners to practice interpersonal skills. One of the biggest frustrations among learners, when role playing, is that they can’t really see how they did. This is the perfect opportunity to introduce the camera. Place the role play participants in a separate room for recording while the others continue working in the main classroom; this allows for a quiet environment to record. Keep in mind, 3 to 5 minutes is usually all they will need to capture their work. Consider having an observer (another participant) record the action. When recording, use a variety of camera angles such as close-up and wide-view angles to capture facial expressions and other interactions.

Task Assessment

When practicing a physical task, the participant is usually so involved in what they are doing that they may not be able to look at their performance objectively. Here’s another opportunity for the camera. Have another participant, or the instructor, shadow and record each individual as they work on the task. This technique allows the participants to critique themselves later using a job aid or checklist. Sometimes self-correction is more comfortable, and the ability to freeze or review actions can be a great advantage when analyzing performance. This analysis can be done individually during class or at another time. The perspective of the camera is also important. If the task is confined to a small area or involves the hands only, get a shot from over the participant’s shoulder. When it’s time for play back, the participant will see the work from the same angle it was performed. A shot from the side or from a distance may be more appropriate when large equipment or large amounts of space are required.

Object Lesson

Have you ever had your participants go through an activity so that you can draw out key teaching points (an object lesson)? Well, try recording the activity with the intent of playing it later in the class. The key to success here is to ask for volunteers to participate in the activity – you want them to be OK with being recorded. Create role cards for the volunteers so they know how they are supposed to perform during the activity. Like a role play, use a variety of camera angles, so you can capture the behavior you need to illustrate your teaching points.

I have often said that training is not theater, but there is nothing wrong with giving your participants some camera time. Keep it light, maybe even pick up a director’s slate, so you can yell “Action,” and snap the slate. Recording in the classroom is a unique way to really “focus” on your participants.

Jim

Using toys however, can sometimes prove challenging for many reasons. There are some trainers and learners who find that toys at the table can interfere with their concentration causing them to lose focus. While toys may engage the kinesthetic learners, we don’t want to turn off and distract those participants with other learning preferences and styles. Certain toys can easily take learners off task, because playing with them requires so much attention. Some toys can also be messy such as Silly Putty® which can lead some mischievous participants to stick it everywhere! Those mini yo-yos, while lots of fun require space for physical movement. Then there are pipe cleaners, which can only be used once, or straws that usually end up breaking. Squeeze balls get punctured, and Koosh® Balls simply “develop legs” and disappear. So what’s left? My favorite – Lego®!!

Legos can be fiddled with and tinkered with without causing distraction to those playing with them or others at the table. They are small and provide opportunities for simple or intricate manipulations, easily done so that the learner still pays attention to what is going on in the workshop. They don’t make noise; they’re colorful, compact, and relatively inexpensive, even if someone makes off with a handful. Legos travel well and are virtually unbreakable. They can be run through the dishwasher thereby meeting our heightened need for hygiene. And they can be easily incorporated into icebreakers and learning activities. Finally, just like potato chips, you can’t just take one! They really do help to build conversation, community, and collaboration.

So, the next time you decide to purchase toys for your training, consider toys that have multiple functions, are low maintenance, and don’t pose too many challenges during the training sessions. Just think Lego®!

Langevin Team