A. Create the Game

Decide how many categories you want to use.

Create a unique and creative name for each category. For example if one category is the planets in the solar system, you could call the category “Near-by Neighbors,” or something similar.

Prepare a list of at least 5 items from each category, making sure that each category contains the same number of items.

B.  Prepare to Play

Create a game board on the flipchart or on PowerPoint slide containing the following information:

Note: the game board should look like a pyramid with the category name in each block.

Create an index card for each category. Each card should contain the following information:

• Category Name: e.g. “Near-by Neighbors”
• Category Question:  e.g. “What are the planets in the solar system?”
• Category Answers: e.g. “Mercury, Mars, Earth, Neptune, Jupiter, Saturn, Venus, Uranus.”

Note: You may want to laminate these cards for durability.

Document the category names, questions, and answers in your lesson plan.

C. Play the Game

Split the group into 2 teams.

Reveal the game board.

Explain how the game will be played:

• Play alternates from team to team.
• Each team selects one team member to go first. The team member will provide hints about the items listed in the category answers.
• The describer can use words, phrases, complete sentences, and gestures to describe each item. However, the describer can’t use any form of the listed word in the answer.
• The team will have 1 minute to answer guess the correct answers.

Ask the Team A member to select a category

Give him or her the card and start the clock.

Using your lesson plan, keep track of the correct answers.

When one minute is up say, “Stop.”

Award Team A one point for each correct answer.

Repeat Steps for Team B.

Alternate between Team A and B until all categories have been played.

Total the points for each team and declare a winner.

Congratulate the winning team.

Thank everyone for taking part in the interactive review.

Last Few Words…

If you’d like to know how to use a specific game show in the classroom, add your request as a comment to this blog.

If you enjoy this review format, look for other “Game Shows in Training” blogs.

Paul

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

I was shopping the other day at a major department store and walked by their kitchen appliance section where I saw the words, “Kitchen Electrics.” The word electrics seem to have replaced the word electronics! Or did it replace the word appliances? I’m confused. Was this new word created for marketing purposes? These made-up words just bug me. Or maybe I just need to take an English grammar class to update my knowledge!

So you may be wondering what my word pet peeves have to do with training. I am not an expert in English grammar but I do know that how well you write makes a difference in teaching others. Think of all of the training materials we write. They include, but are not limited to, participant guides, lesson plans, job aids, power point slides, e-learning lesson text, etc. These made-up words may be acceptable in marketing or when texting (oh, another one!) a friend, but unclear words and confusing text in training materials can confuse our students and hinder the learning process.

Here are some examples to illustrate my point: Have you ever tried to read a legal document of any kind and really understood what it meant? Have you received medical test results in the mail and said, “What does all of this really mean?” When you purchased or re-financed your home and signed the seemingly endless amount of forms, did you ever fear that you were making a big mistake somewhere because you really did not understand all of the mortgage industry jargon in the paperwork?

Different writing styles exist because we write for different purposes and to different audiences. As trainers and designers we need to teach people about new things or how to do new things.

Here are some simple tips to keep our training materials easy and user friendly:

• Keep the words as simple as possible – the fewer syllables, the better. Be conversational!
• Avoid technical jargon or at least define the words when you first use them.
• Use short sentences approximately 15-20 words in length.
• Spell your words correctly and use correct punctuation. If necessary, consult the appropriate reference manual such as a dictionary or a style book.
• Use the FOG index to determine how “readable” your material is. (You will find more information about the FOG index in my colleague Melissa’s blog!)

Remember, our writing ability not only affects our credibility as professional designers and trainers but it affects how well our employees learn from us. Some write to impress but we write to make an impression!

Lynne

Why? Because working from home allows us to find a haven in our home office.

If we consider all the time spent in longer-than-necessary meetings, playing phone tag, trying to pin down people we need information from, and dealing with the distractions created by “interoffice dynamics” (sometimes simply boiled down to socializing at best), we may find that a significant chunk of our working time is lost each day. Additionally, our ability to focus on a single task for a block of time can be seriously impacted. In a home office, we are able to scurry away from all the constant distractions usually found in the office environment. And, if we know how to manage our time and ourselves, this can result in higher productivity.

Welcome to MY World

As a Langevin Course Leader, I travel all over the world to deliver our workshops. When I am home, I have many business tasks that I must attend to. Though our main office has a standard 8:30 am to 5:00 pm schedule, I do not. I have a flexible one—something for which I am truly grateful. I get the opportunity to focus on those emails, voicemail messages, and reports that need to be handled. I get to offer support to our clients who have attended courses and want ongoing feedback. And these days I also get to blog – which is a creative process I truly enjoy. But WHY, oh WHY is my flex schedule so meaningful to me? Well…let’s look at it from both the professional and personal perspectives.

Professionally, there are tasks that need to be completed by a certain deadline. Not having any office distractions allows me to focus on them and get them done. I have nobody stopping by my “cubicle” to talk about how their date was last night or their frustrations about their football team not winning. Having the ability to work from home allows me to follow my natural, internal clock. I am more of a night owl and am, therefore, more productive between 11 PM and 2 AM than I would if I worked from 8 AM to 7 PM in an office.

Personally, having a flex schedule allows me to catch up with family and friends whom I have not seen due to my busy travel schedule. I can take my parents to lunch and catch up on reading important industry literature that I might otherwise not have the opportunity to do. I go to the gym, get re-acquainted with my TiVo, and can rest and sharpen the saw since I can sleep late (which is impossible when I am facilitating a course).

Yes, there are tasks that need to be scheduled during the regular office hours that the Langevin head office and our clients keep, but other than that, I am able to create greater balance and productivity in my professional and personal life as a result of my flex schedule.

Making It Work

I consider having a flex schedule a privilege and making it work takes discipline. I DO have to follow a task list, a calendar, or some form of guideline to keep on track. I also have to coordinate with my supervisor to ensure that deadlines are met and that I am supporting the organization as necessary. But I KNOW, beyond the shadow of a doubt, that I am still as passionate and excited about my job today as I was 10 years ago when I first started because my flex schedule allows me great work-life balance and THAT has a direct impact on my motivation and performance.

It also helps to know that, if I sit down to work on something and my brain is not responding as it needs to, I can go with my natural flow and come back to that task later when my ability to focus is there. I can then get it done in one sitting in a shorter period of time than if I push and push myself to complete it when my brain is just not really wrapped around it.

If YOU work with a flex schedule where you get to work from home any amount of time, I would enjoy hearing from you. Tell us about how you stay on track, how you manage your time and how you decide which tasks will be best for you to work on at the office and which to take home. In these times of “doing more with less” it is crucial we all share our best practices on how to stay productive as well as energized. I look forward to your input, comments and ideas.

José

A. Create the Game

Determine the role of the employees on the job to determine the number of questions you will need. The number of questions will be twice the number of letters in the job title. For example, if you play “Who Wants to Be a Manager,” the number of questions you will need is 14, since the word “Manager” has 7 letters.

Create 4 multiple-choice questions based on the content you will be reviewing and assign them a letter (“A,” “B,” “C,” “D”).

Note: In the early questions, focus on less complex content. Also feel free to have some fun with a silly answer for question “D.” This will lighten the mood and help your participants feel more comfortable and confident.

B.  Prepare to Play

Create a game board on the flipchart containing the following information:

• Team Name: Team 1, Team 2 written horizontally across page.
• Lifeline Indicators (T I P) written under each Team name: T=Ask a teammate, I=Instructor narrows the choices to 2 (50/50), P=Poll the group by asking for a show of hands
• Job Title: e.g. Managerwrittenvertically down left side of page with an under the last letter.
• The game board should look like the following:

Place a blank Post-It^® note at the bottom of each team column, beside the arrow.

Create a PowerPoint slide, index card, etc. for each question to be used in the game.  Arrange the questions so they become more difficult as the game progresses. Ensure that you include pairs of questions at the same level of difficulty, as play will alternate from team to team.

• Use the following question format:

Document the questions and answers in your lesson plan.

C. Play the Game

Split the group into 2 teams.

Reveal the game board.

Explain the lifelines (TIP).

Explain how the game will be played.

• Play alternates from team to team.
• Each team selects one team member to answer the first question. Other team members will answer the other questions.
• If the team member does not know the answer, a lifeline may be used.
• Once the team member states his or her “Final Answer” the correct answer is revealed.
• If the answer is correct, the team’s Post-It^® note is moved up to the next letter.
• If the answer is incorrect, the team’s Post-It^® note will not be moved.
• The team that moves the farthest up the board will be declared the winner.

Ask Team 1 to decide who will answer the first question.

Ask the question.

Facilitate using a lifeline if requested.

Ask for “Final Answer.”

Reveal correct answer.

If “Final Answer is CORRECT, move Post-It^® note up one letter.  If “Final Answer” is INCORRECT, do not move the Post-It^® note.

Repeat Steps 5-10 for Team 2.

Alternate play between both teams until all the questions have been asked.

Congratulate the winning team.

Thank everyone for taking part in the interactive review.

Last Few Words…

If you enjoy this review format, have a look at Game Shows in Training – Jeopardy! or Hollywood Squares.

If you’d like to know how to use a specific game show in the classroom, add your request as a comment to any of the “Game Shows in Training” blogs.

Jim

As training/learning professionals we are expected to put into writing what learners need to know in order to be successful on the job. Our job is to “simplify the complex, not complicate the simple.” This can be easier said than done. To ensure the success of our writing we should utilize the four Cs of writing: it should be Clear, Concise, Complete and Compliant. Let me explain.

Clear

Our writing needs to be easily understood by the target audience. A clear beginning is a good way to start. Begin by preparing the learners for what is to come by including an objective (purpose), a benefit statement (“What’s in it for me?”), and an overview (summary of key concepts). The material should be structured so the content is easy-to-follow (i.e. there is a clear continuity of thought) and targeted to their needs (i.e. job-specific and written at the appropriate reading level).

Concise

When it comes to writing, less really is more. To keep your writing short and simple, remember the following:

• Don’t use more words than needed to get the point across (e.g. use “soon” rather than “in the near future”).
• Use the active voice. The active voice makes your sentence clear, direct, and forceful (e.g. “The ball was hit by John” [passive] versus “John hit the ball” [active]).
• Avoid the use of jargon. If you must use jargon, explain the meaning the first time it is used (e.g. “Always use NLP [Neuro Linguistic Programming] and PAL [Principles of Adult Learning] when designing training”).
• Avoid redundancy. (e.g. Don’t say “I will use true facts to present my case.” Facts are true, so you only need to say, “I will use facts….”)
• Try to use 15 to 20 words per sentence and four to five sentences per paragraph.

Complete

Whether we’re writing a memo or a task analysis, our learners should have all the information needed to perform the next steps, or the job task, after they’ve finished reading our content. Where appropriate, provide examples, create case studies, role plays, etc. to make the content realistic or to illustrate a point.

Compliant

This means following the rules of good grammar and includes rules for punctuation, spelling, grammar, and word choices. The wrong choices in any of these areas can confuse the learner and/or have an impact on your credibility. Find a good style book and use it. Keep a dictionary and thesaurus close by. Do not rely on spell check when proofing material.

Punctuation

• Remember that using punctuation such as commas, semi colons, colons, and question marks is like providing road signs. They are meant to help guide the journey. If you have a question about which punctuation mark should go where, check the style book.

Spelling

• Witch rite is write? Proofread your own work thoroughly; spell check would accept the previous sentence.

Grammar

• The eight common parts of speech are the following: nouns, verbs, adjectives, adverbs, pronouns, prepositions, conjunctions, and interjections. Make sure they are used correctly (e.g. make sure the verb and noun agree, and the pronoun and noun to which it refers agree as well).

Word choices

• Deciding which word to use can be tricky. If you’re not sure which word to use when, consult a style guide to avoid misusing words like “used to” versus “use to” or “then” versus “than.”

Following these four Cs will make your job of “simplifying the complex, not complicating the simple” that much easier.

Martha

We trainers have been using the word “objective” for about as long as managers have, but in a different sense.  In the world of training, an objective describes the result achieved by the end of a lesson. For every lesson in the course, there is an objective. This objective should be performance-based. That is, objectives in training should describe the actions employees will take on the job after training. And, as it turns out, training objectives can be just as SMART as business objectives when it comes to their formulation.  Let’s see how.

Specific: A training objective should include a task statement, which describes a work activity. This is a specific wording of a work activity using an action verb and a noun – e.g. give feedback, send an e-mail, etc.

Measurable: Performance-based training objectives relate to something the organization cares about, and, therefore, can track. Any objective that describes how someone should do something can be measured using checklists, observation, and other tracking tools.

Achievable: If the training team did a training needs analysis before designing the course, training objectives will describe the skill and knowledge employees must achieve and use on the job. Other factors that may affect employee performance, such as working conditions or management feedback, will have been handled with non-training solutions.

Relevant: Remember “measurable” from two paragraphs ago? If your organization is bothering to measure something, odds are it’s relevant to a grand plan. As a matter of fact, the more tracking that is done on the part of the job to which the objective relates, the more relevant that lesson is to the organization.

Time-bound: Training objectives may or may not describe a timeline in their wording. Not all job tasks have a time standard. Some job tasks have quantity or quality standards. Perhaps some of your lessons teach tasks that have cost or safety standards too. This is the one letter from SMART that doesn’t connect as well to training objectives as for business objectives. Perhaps we could change this “T” and make it “Tied to standards” Since all job tasks have some kind of performance standard associated with them, training objectives can include these as well.

If you’re talking shop and people overhear you mention objectives, they might say, “Ah yes, good old SMART objectives.” You can tell them that acronym applies to business objectives, and that training objectives follow a similar approach. Hopefully, with this article, you’ll be even better prepared to implement that approach in training.

Alan

And the name “Hollywood Squares” can be changed to reflect your city, company, etc.

A. Create the Game

1. Decide on how many complete games you want to play based on the number of participants and the amount of content to cover.
2. Create at least 10 questions for each complete game.
3. Group your questions into games based on specific areas of course content when playing multiple games.
4. Create one index card per question containing the following (you may want to laminate these cards for durability): the questions and the correct answer.
5. Document the questions and answers in your lesson plan.
6. Create 9 two-sided letter cards (8½ x 11card stock works well): side 1 = X, side = O (you may want to laminate these cards for durability).
7. Bring the following additional supplies to class: blank card stock, markers, and 3 chairs.

B. Prepare the Game

1. Ask for 9 volunteers to become your celebrities.
2. Give each volunteer a blank sheet of card stock.
3. Ask each of your nine volunteers to write the name of the celebrity they wish to represent on his or her card.
4. Divide the remaining participants into the following two groups: X Group and Group
5. Ask the 9 celebrity volunteers to the front of the room and arrange them as follows: 3 standing, 3 sitting directly in front of them on chairs, 3 sitting directly in front of the chairs on the floor. Note: This arrangement will create the game board for tic-tac-toe.
6. Ask each volunteer to hold up his or her name card in front of the letter card.

C. The Rules

1. The game plays like tic-tac-toe. To win you need 3 Xs or 3 Os horizontally, vertically, or diagonally.
2. Each team will have a chance to choose a celebrity.
3. The Game Host will read a question.
4. The chosen celebrity will answer the question. (They may answer correctly or bluff).
5. The team can agree or disagree with celebrity’s answer.
6. If the team is correct they will be awarded that square.
7. If the team is incorrect the other team will be awarded the square, unless it gives them the win. In that case, they will have to earn the win with a new question.
8. The first team with a straight line wins the game.

D. Play the Game

1. Ask Team X to select a celebrity.
2. Read a question to the celebrity.
3. Ask Team X whether they agree or disagree with the answer provided by the celebrity.
   • IF the celebrity is correct and Team X agrees THEN the celebrity holds the X card in front of his or her name.
   • IF the celebrity is correct and Team X disagrees THEN the celebrity holds the O card in front of his or her name. (Exception: if this gives Team O the win the celebrity will continue to hold up his or her name card)
   • IF the celebrity is not correct and Team X disagrees THEN the celebrity holds the X card in front of his or her name.
   • IF the celebrity is not correct and Team X agrees THEN the celebrity holds the O card in front of his or name. (Exception: if this gives Team O the win the celebrity will continue to hold up his or her name card)
4. Repeat Steps 1-3 for Team O.
5. Continue to repeat Steps 1-4 until one team has completed a line or until all 9 squares display a letter.

If you enjoy this review format, have a look at Game Shows in Training – Jeopardy!.

If you’d like to know how to use a specific game show in the classroom, add your request as a comment to any of the “Game Shows in Training” blogs.

Jim

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

While the homesteader trains in the same building or classroom most of the time, the road warrior travels often. Each category has its special challenges, but having just returned from a couple of back-to-back trips, I would like to share some tips that I’ve found useful when in the road warrior mode.

• Arrival Day. Langevin Learning Services is very gracious to its instructors in that we invariably travel the day before the training usually arriving in time for an evening setup of the training facility. As setup takes about two hours, completing it the day before allows for a more relaxed and efficient start to the workshop.
• Departure time. As a West Coast person, when traveling east, an early departure (e.g. 6 a.m.) helps me beat rush hour traffic and gives me a head start on the time zone change. It also builds in travel buffer time for delays and almost insures that I’ll sleep that evening – if not on the airplane.
• Trip to airport. A shuttle service is great as it allows relaxation time instead of traffic hassle time and eliminates parking fees.  Again, if you’re tired enough, it allows nap time.
• Airport. Even though I know how long it takes to get through the airport check in at SFO and United Airlines, I allow ample buffer time. Better to have a meal at the airport or read the paper than spend an hour worrying about making the flight.
• Baggage. Check as much as possible. I usually travel with two bags and an AV bag. The overhead compartments are usually full. A planeside baggage check is a pain and losing foot room to a bag stowed under the seat for five hours is no fun. Encourage your IT department to move to netbooks – versus the larger notebooks – and the smaller multimedia projectors – if possible.
• Meals. Newsflash! Eating is important. I find that I can’t always depend on buy-on-board meals, so I’ll take a sandwich with me. Out of courtesy to my seat mates, I avoid the tuna fish and onion meals. When training, I don’t have much of an appetite, but I make a point of trying to have healthy meals and an occasional really nice meal on the road as a reward. I love to try the regional specialties when they are not available at home.
• Jet set on a shoestring. While travel may be viewed as a punishment, it can also be an adventure. Make a point of seeing some of the local sites. Get a feel for the area. If you vacationed at some of the sites you train at, it would cost a bundle.
• Sleep. Whatever your personal strategy is for coping for time zone changes, use it. Exercise, a nice meal – whatever works for you. You want to be your best in the classroom and it’s hard to do that on a few hours sleep. Watch excessive caffeine.

Using these tips helps me stay on top of my game whenever I’m in road warrior mode.  Hopefully they’ll help you, too.  And here are some more great tips on how to strike a balance as a traveling trainer.  I’d love to hear any additional tips you’ve found helpful.

Paul