Knowledge and Skill Regarding Course Content

While some people believe that you need to be a subject matter expert (SME) in a specific area to teach a course on that content, the reality is that an excellent facilitator can teach any course with a combination of knowledge, skill, and facilitation techniques.

To gauge this truth, consider how much knowledge and what level of skill a participant will possess after completing a training course. We, as facilitators, need at least that same level of knowledge and skill to deliver the course. To achieve this, we can take certain steps such as thoroughly studying the course content. This means reading all the content in the lesson plan, as well as performing the activities and taking the assessments that the participants will take during the training. It also entails making notes regarding any questions that come up as we study and preparing to answer those same questions for our participants. This level of studying pushes us past our “basic” knowledge and can increase our confidence and comfort level in the classroom. To further strengthen our knowledge and skill, we can work as a designer for a course we will later teach – should the opportunity present itself. This work can provide us with an even greater depth of knowledge and skill than that of the participants who attend the training.

Facilitation Skills

Given the choice, I’d rather have a great facilitator who has moderate knowledge and skill levels about the subject matter being taught than a SME who lacks facilitation skills. The facilitation skills I’m referring to are the ability to converse with a group, follow a lesson plan, and being willing to explore questions and issues.

Conversing with a group is different than lecturing to a group. The focus when using a conversational style is on the group rather than the presenter. Keeping a group engaged is about talking with them rather than at them. Remember, people listen individually, so we need to address a group like we’re really talking to one person. Consider it a conversation, not a presentation.

Following a lesson plan can be a struggle when you know far more about a topic than what the course is intended to teach. There are times in my own teaching opportunities where I have to pull back the reigns of what I’d like to say to keep the group focused on what they “need” to learn. Having a lesson plan that identifies what key points to make, how to facilitate activities, and even timeframes for how long each teaching segment should take is a fantastic tool used to create consistent training even with multiple instructors. Remember, this is training not theater. What I mean is that we don’t have to memorize what we will say and do – we can take that pressure off. Instead, we can let the lesson plan be our guide in the classroom.

Lastly, we need to be willing to explore questions and issues. Keep in mind that none of us knows “everything.” If a question gets asked to which we don’t know the answer, we can post it on a parking lot chart with other issues to be addressed at the end of the day or the course. We can then go and research the answer so we can provide it to the group. The parking lot approach also works well for issues that go beyond the scope of the course by avoiding the derailing of our content. We can offer to stay at the end of the day to discuss those issues.

Prep Time

I once spoke with a participant who said, ”Yeah, we do on-the-fly training. We’re told what to teach, when to teach it, and then we prep on the plane.”  Upon further discussion, I was told that this approach doesn’t work so well because the instructor feels unprepared. I’m not surprised.

Whenever we are teaching a class for the first time, we can let the course length be our guide. If we are teaching a one-day class, then we need at least that much time to prep. Industry averages and unofficial surveys in my classes have revealed that facilitators usually get about two times the course length to prep a “first-time” course. Teach-backs, co-facilitating, and rehearsing on our own can be valuable methods for preparation.

Once we’ve taught a course for the first time, it’s important to go back and review the lesson plan to adjust our actions so we are even more prepared the next time we teach. Once we’ve taught a course, conducting the same course again and again will not require much prep. It might even be as brief as looking over the lesson plan the night before, just to get our bearings before we teach.

I feel it a great privilege to train trainers. When I teach our facilitation skills classes, I have an especially targeted focus on practicing what we teach. I would not expect our participants to do anything that we ourselves are not prepared to do. It is with this same passion that I encourage you to truly prepare to teach. After all, how can we expect our participants to succeed if we ourselves are not first given the knowledge, skills, and time to succeed?

Jim

What else is there to classroom setup?

Working for Langevin is very nice. Invariably, we are sent to a venue the day before training.  Whether the training I am to facilitate is in a public venue or within an organization, my classroom is mostly set up when I walk in—yet I still spend one to two hours settling in. Here are some of the “tweaks” I’d like to share with you that help to make a non-technical classroom well organized and functional yet comfortable for both me and the participants.

• Reposition tables. I often move them just a few inches to make sure there is space to walk in between the tables comfortably and for the chairs to slide back without hitting the wall or other tables. Additionally, I like the tables in front to be a bit closer to the walls than the ones in the back to make it easier for me to work the room and for the back tables to see the screen. Furthermore, if possible, I set the rear tables for more participants than the front so there are less people to block the view. If any table has fewer seats for participants, it will be the one closest the door to make it easier to get in and out of the room during breaks.
• Reposition chairs at the tables. I like the chairs arranged in an arc facing the front of the room, instead of equally distributed around the table, to help eye contact and hence group management and participation.
• Add table ingredients. I make sure there are extra supplies (markers, paper, post-its, etc.) at each table. I also believe in table toys for the kinesthetic learners.
• Add a resource table. I like a resource table at the back of the room for references and additional supplies. That gives me a place for the nice-to-know information that some participants want and some extra supplies they may need.
• Add a facilitator’s table. I like a table pretty much out of sight for my supplies and handouts so I can easily retrieve them as needed throughout the course.
• Orient the A/V Table. I like the Audio-Visual table oriented so the narrow end faces the participants as I want as little as possible to physically separate us. Additionally, I try to mount my computer low so as to not obstruct the participants’ view of the screen.
• Reposition the easel stands. Often the flipchart easels are set up in a row or to the sides of the tables. I prefer them to the front of the front tables and to the rear of the back tables. It closes down the space for a cozier feel and allows good visibility around the room. I also position one or two easels in front of the facilitator’s table to hide any clutter.
• Remove chairs. I remove or place any extra chairs on the side of the room to control where the participants can sit.
• Add chairs. I make sure I have a couple of extra chairs spread around the side of the room to accommodate any unexpected participants and so I can sit at the table when monitoring activities.
• Attend to “cordology.” I make sure that A/V cables are neatly secured and hidden as much as possible to present a more professional appearance. I also tape any exposed extension cords. Many of our participants have a safety background and trip hazards appear unprofessional to them (and embarrassing to me).

The end result of these “tweaks” is that the room presents a very organized, comfortable, and user-friendly appearance. The room, therefore, quickly becomes more of a home to the participants and enhances the learning environment. As a final bonus, all this has made the room my own and raised my comfort level in what may be a new environment for me as well as for the participants.

What do you do to “tweak” your training room to make it well organized yet comfortable? I’d love to hear from you.

Paul

I am hearing more and more from clients about respect in the classroom. Believe it or not, especially in today’s day and age, I am not talking about the learners’ lack of respect. Rather, the question becomes, “How can instructors earn respect?” In this blog, I’ll share my thoughts so you can “. . .find out what it means to me!”

As trainers, we often believe respect comes from our amazing credentials such as advanced degrees, years of training experience, and/or our many impressive certifications. While these accomplishments are important, real respect comes from our ability to master the art of facilitation. Our goal should not be to impress our audience by boasting about all our accomplishments, but to make an impression through the manner in which we approach instruction.

So, how can we make an impression that will naturally impress our audience? The most critical element is to always be prepared before we even start teaching. And the best way to prepare is to practice, practice, practice! We need to know the content we’re teaching as well as the teaching process. We can practice delivering it in front of a mirror at home or in an empty room at work. We can ask colleagues to be our audience, if possible, and ask them to give us feedback. You may have heard the line, “How do you get to Carnegie Hall? Practice, Practice, Practice.” Remember, there is NEVER a substitute for these three Ps.

Also, being a skilled facilitator means that we are not only aware of what we say and do in the classroom and its effect on our learners, but we are also more focused on the learners than ourselves. Our learners are the most important people in the room, period. They are the reason we are there in the first place. THEIR success is our success. Everything we say and do needs to make them feel that they, and their success, are important to us or, put another way, that we care.

Lastly, skilled facilitation means being respectful of the very learners whose respect we want to earn. We can respect their time by starting and ending the course on time. We can treat them with dignity by being mindful of the words we use when instructing and when interacting with them. And we can genuinely listen to their comments, questions, and concerns with an open mind and a desire to help.

We have tons of fun, while learning a great deal more about the art of facilitation, in our Advanced Instructional Techniques workshop. Join us sometime! In the meantime…

Is the R – E – S – P – E – C – T song still in your head? Tell me what it means to you!

Ron

Apparently PowerPoint has crept into the lives of military commanders and reached the level of near obsession. (I guess we should be thankful that we’re not the only group overusing this tool!) In April 2010, at a military conference in North Carolina, General James Mattis of the Marine Corps said, “PowerPoint makes us stupid.” Further, Brig-General H.R. McMaster followed up by likening PowerPoint to an internal threat. He said, “PowerPoint is dangerous because it can create the illusion of understanding and the illusion of control. Some problems in the world are not bullet-izable.”

Commanders say that behind all the PowerPoint jokes are serious concerns that the program stifles discussion, critical thinking, and thoughtful decision-making. Aren’t these the exact behaviors that we hope to achieve in the classroom?

As an answer to this problem, I’m dedicating this blog to all the PowerPoint users out there who feel this is the ONLY way to impart information. Guess what? It isn’t. Here are just some of Langevin’s favorite techniques to present information in an interactive and enjoyable way:

1. Abbreviated Lecturette: Learners list everything they know about a topic and the instructor provides the missing content.
2. Graphic Association: The instructor shows a picture or symbol to represent a key idea/topic and then explains its significance.
3. Mock Interview: A volunteer participant “interviews” the instructor using a list of questions or a script provided by the instructor.
4. Multiple Choice: The instructor delivers a segment of content, using a series of multiple choice questions.  Learners guess the correct response.
5. Search & Learn: Learners are given a series of questions and work in small groups to research content provided.
6. Fill-in-the-Blanks: Learners fill in words or short phrases on a worksheet that summarizes the key ideas covered in the presentation.
7. Cooperative: The instructor randomly distributes numbered topic cards to learners who are called upon to read them aloud.
8. Examples/Exceptions: Learners, in small groups, are asked to create an example or analogy of the content presented or to identify exceptions.

Each of these techniques helps learners do the exact opposite of what the commanders attribute to the misuse of PowerPoint: they involve the learners, foster discussion, aid retention—plus they are fun ways to learn! And isn’t this what training is all about? (Want to learn more about these techniques? Check out our Advanced Instructional Techniques or 25 Creative Ways to Add Excitement to Your Training courses.)

Now it’s your turn. What techniques do you use to present your content? Can’t wait to hear your creative ideas!

Marsha

What were we talking about? You don’t have a clue!

But, first, a reality check. Is this just something that happens to “senior” instructors? Absolutely not. It happens to all of us. Fatigue is a factor that all trainers live with. Distractions in and out of the classroom can put that train of thought right off the rails. The tangential question can also take you right out of the zone. There are many reasons for the trainer’s mind momentarily looking like a blank slate, so the real question is, “What to do when it does happen?”

Here are some recovery techniques that I’ve used.

• Keep the focus on the learners. One easy way of doing that is to make your next statement a question such as, “What’s your opinion on the key part of this process?” At a minimum, this gives you some precious time to think—out of the spotlight.
• You might defer a question to the table groups (e.g. “I’ll give you two minutes to discuss this in your groups.”) The processing time for learners to consider a question or have a brief discussion is probably more than the time you need to get yourself back up to speed. And, if you monitor the table discussions, chances are you will pick up a key word or phrase to jump start your memory.
• Consult your notes. Most trainers have their lesson plan or notes to refer to during class. If you’re stuck, take a moment to look at your notes and collect your thoughts. Your notes should be a road map for the course; maybe they will help you get back on course. In my opinion, you lose no credibility referring to notes; the learners expect it.
• On the subject of road maps, do you have a posted agenda? If so, glance at the agenda. It may get you back on track, but, if not, it may give you an idea of where to transition for the next subject area—again, getting through the blank spot.
• Use a central graphic. If there’s a central graphic you use frequently in the class, use it to refocus the group—and yourself. Display the graphic and it will remind you of things to say.
• Admit guilt. An aircraft pilot is taught to handle a difficult situation with the three “C”s—climb, communicate, and confess. For pilots this means that altitude is always a good thing but they need to get in touch with flight service or air traffic control to let them know if they’re in a predicament. For some pilots, the communication of a problem they can’t handle is difficult. I could stretch the analogy a bit, but let’s just take the confess part. For many instructors, it is difficult to say, “Oops, let me regroup here for a moment.” Still, do your learners expect you to be perfect? Mine definitely don’t. When all else fails, just take a moment to “reboot.”

A final comment…most trainers devote a fair amount of time establishing a good climate for learning in the classroom; this includes rapport with the students. If our learners really believe it is a cooperative and safe learning environment, then it is probably alright to have the occasional lapse where the perfect word or phrase just doesn’t come.

What additional survival tips do you have for other instructors who might find themselves in this situation?

Paul

Wasn’t even sure how to begin and so I did a little research. Don’t you just LOVE the internet?? One writer suggested using 3 wishes as a basis for your own eulogy. The first wish is that those we love understand what we lived for; our values and intentions. The second wish answers the question, “Has my life made a difference?” Finally, the third wish is our hope for those we love.

Another suggested considering the following questions: How do you want to be remembered? What personal characteristics do you want people to remember you by? What do you want to have accomplished? What will have been important to you in your life? What will your lasting legacy be?

Lastly, one suggested to immediately make a list of 10 things that you really want to do before you die. The items on the list could be as simple as, “Inspire one person” or as noble as, “Start a non-profit foundation.”

So, how does this all apply to training, you may be wondering.

The eulogy writing reminded me of an exercise we do in our Advanced Instructional Techniques class for our continued development as instructors. In the exercise, each person writes down a list of things that s/he would like the learners to say about them after a course. The statements are supposed to be very specific, such as “Marsha is a consummate professional. She has a fantastic sense of humor and a very personable touch. She is able to draw people in and create a safe learning environment.” Here, just like writing your eulogy, the thinking is that if you read the statement regularly, you will begin to visualize and present yourself the way you want to be perceived. In short, you can write down what you want people to say about you and then take steps to make it happen.

So whether it’s thinking about your end-of-course evaluations or how you want to be remembered, it’s never too late to work on your dreams – or sharpen your training skills!

Marsha

There is one situation I often share with learners when teaching this process because it highlights that while the three levels are there for us as a guide, we must also use our professional judgment to choose which level needs to be used at any given time. We may sometimes need to jump to a level two. That’s what happened to me.

It all began on the morning of day 1 of a 3-day course. We had just completed introductions when suddenly a participant arrived late. I would liken her arrival to a tornado engulfing the room. She dropped her bag loudly on the table with a grunt and a frown. I remember distinctly thinking in that moment, “Wow—everything was going so well.” I, of course, smiled, welcomed her to the class, and invited her to introduce herself. It was clear to me after her introduction, which was saddled with sarcasm, that “Houston there’s a problem.”

My level one question, “Does it Matter?” lead me immediately to declare a level 2 judgment to announce a break. I felt it necessary to have an off-line check-in with our new arrival.

I opened with my observation that she appeared disturbed and asked, “Is everything ok?” I then zipped my lip and waited. After all it could’ve been anything…a flat tire, traffic etc. She responded that she had 15 years of experience and didn’t feel she should be in a course designed for new instructors. I immediately offered her an out and told her about our advanced course. She didn’t take the bait stating that her manager told her that this was the course she HAD TO TAKE. It was a clear PRISONER ALERT for me. I then moved into reflecting her feelings identifying how frustrating this must be for her. However, knowing that she had to be with me for 3 days, after I reflected her feelings, I looked her in the eyes and stated that, since she would have to stay, I needed her to change her attitude before we returned to the class. I then zipped my lip again. I was kind and yet firm. It was clear to me that I took her off guard and that she was shocked that I called her out on her behavior. She then apologized. I shared that I understood. I then invited her to help me by sharing her expertise with the class since most were new to the industry of training and that I felt that she could be a real asset to the class. I also suggested that, as a bonus, she may even walk away with some nuggets. I remember she smiled and agreed. The result was a wonderful three days without incident.

At the end of class on day 3 she shared with the class how much she had learned and was able to take away. She even understood why her manager recommended this class for her.

I often share this experience because it was my teachable moment to identify immediately that this was a level 2 intervention and to take action. I feel that, if I had waited it, could have been a difficult 3 days for all of us. Several participants acknowledged on their evaluations that they appreciated whatever it was that I did or said to diffuse a potential problem in the classroom. Obviously they, too, witnessed the tornado in the room. The bottom line is that we cannot allow participants to hijack our trainings. Sometimes we have to use our judgment and identify which level of intervention is most appropriate and then, maintaining our professionalism, we must Nip it in the Bud.

For more great information about dealing with difficult participants,  have a look at what Mama has to say about it…

Linda

LISTEN. Listen objectively and completely to the question without interrupting (I admit this is hard to do sometimes). Avoid making judgments about the learner asking the question.

REPEAT. Direct the question back to the entire class (relay question). Make certain everyone can hear the question and involve the class in the response. I usually say something like this: “I have some thoughts on that, but I’m going to throw it out to the group.” Use this time for a mental analysis of the question and to get the complete attention of your group.

RESPOND. Respond truthfully and as briefly as possible. Relate the response to content previously covered whenever possible. Use a visual aid such as the flipchart or PowerPoint slide if it will clarify, or simplify, your response. Never bluff or make up answers if you don’t know the answer! Doing so can seriously affect your credibility and learners’ buy-in!

Let’s look at some techniques for properly handling questions for which you don’t have the answer.

• If it’s a question within the scope of the training course you’re teaching, offer to find out. Keep your promise and tell the class what you will do. I usually say something like this: “I want to give you the correct information, so let me do some research and I’ll get back to you by tomorrow by 10 a.m.“ If possible, deliver the answer before the deadline. It’s great customer service when you “under-promise and over-deliver!”
• If it’s a question that is of interest only to the more advanced learners, identify several sources of information and offer to help the learners find the answer themselves or provide the process to find out.
• If there’s no exact information available, inform the learners that facts are not known. This might be a good opportunity to open it up to the entire group for discussion.
• Finally, if the question is unrelated to the topic at hand, have the learner write his or her question on the “Parking Lot” and you can address it later.

For credibility and learning purposes, we really want to avoid looking like the “deer in the headlights” at all costs! Hopefully the techniques I’ve shared can help. If there any other techniques you use that are not mentioned above, we’d love to hear about them!

Melissa

I recently encountered a “Dominator” in one of my workshops and used the following techniques to get the group back – without paying the ransom!

PHYSICAL PROXIMITY

While the “Dominator” is speaking, walk toward him/her and stop (linger near them). Experience shows that very often the closer the Trainer gets, the quicker the person finishes talking.  The Dominator’s tangents will get shorter.

USE A DIRECT QUESTION

Rather than single out one participant (and put them on the spot), direct a question to a specific table group when seeking an answer – a group other than the Dominator’s. Someone in the group will be able to answer the question (or at least help each other out).

BUILD A BRIDGE

This is a two-fold strategy. First, compliment the controller by offering praise “we’ve heard some great tips” then redirect the class focus by saying “now let’s hear from someone else.” At the same time, turn your gaze to other table groups. This takes the attention away from the Dominator – without being overt!

These techniques are subtle, but work well – with minimum disruption to the class flow.  For more techniques to deal with difficult participants, see what Mama has to say…

Melissa

GROUP SIZE, THAT IS!

Many courses are designed with a specific number of participants in mind so that certain activities or application exercises can work and/or yield maximum learning benefits. Let’s face it…there are certain dynamics that are not achievable without a given number of participants to bring about the full experience intended by the instructional designer.

From a facilitator’s perspective, it is also more fun to lead a course where there are 15 people than one with only 5, because there is more opportunity for interaction, for sharing examples, and for those examples to reflect a wider variety of circumstances relating to course content. As a facilitator I can certainly remember times when I have thought, “Gosh…I only have 6 people in this course when it really should have 20…what fun we’re going to have (NOT)!”

But the reality is that the attitude and readiness that the learners bring to the course counts for much more than the number of participants – at least to me. I can have a group of 22 people in a course and discover that they are unwilling or unable to generate certain dynamics regardless of what training tricks I try. I could also have a small group of 5 or 6 people in a course that was originally intended to take up to 30 participants but the few that are there…well…they are REALLY there!

Recently I had to teach a course that is truly meant for a certain number of attendees so that the dynamics and fun factors are sustainable throughout the course. When everyone had arrived, I still only had four attendees. What happened? Well…. it turned out to be an extremely rewarding experience for them and for me because they each came with the right disposition and demeanor to share, learn, and explore. We did not always agree on all points, but their willingness to dig deeper into the various topics of conversation and explore how the possibilities applied to them led to a very fulfilling learning experience.

And yes, I had to rethink how to adapt certain activities and tweak them to fit the reality of a group of 4 versus the ideal 20+, but that, in itself, gave me the opportunity to stretch my abilities as a facilitator.

I totally love having a larger group with diverse opinions, attitudes, likes and dislikes but the right mix of experience, curiosity, and trust in the learning process with a small number of motivated participants can turn out to be a highly rewarding experience and one that allows me the opportunity to get out of my comfort zone and to explore building stronger bonds with participants.

José