We all know that technology changes quickly and often times drastically, and Avatar is a perfect example. Just a few months ago, I used to discuss how avatars could be used in training. Many of the people in my class had never heard of an avatar. Now, just about everyone has heard the term. Technology works that way. This can be a good thing or a bad thing, depending on your point of view. I often tell learners that you cannot be expected to know every new technological tool/gadget, term, innovation, or organization, because it changes so rapidly. It can become overwhelming. Even professionals will tell you the same thing: The amount of information out there is so vast that it is nearly impossible to stay current.

So what is the answer for us busy trainers? I suggest the EX factor:

• EX-plore the various websites and journals that are currently available. Learn what you can from them.
• EX-plain what you learn to others.  Not only will be you helping someone else stay current, you will be reinforcing your own learning.
• EX-periment with some of the new tools you discovered. Don’t be afraid – just play and have fun. Many tools are now free, while others provide free trial periods.

At Langevin, we know how busy your lives are. Therefore when you attend our e-Learning workshops, we will share with you a wealth of resources that will allow you to stay current in a reasonable amount of time.

If you are going to be looking into how technology will be impacting how you train, you do need to keep current on key issues/trends. But don’t panic! I am not asking you to enroll in a college computer programming course. However you do need to talk some of the language of your IT department and staying current can help you do this.

Perhaps most importantly, you will need to create a strong relationship with IT. If you stay in your training speak, then you will instantly lose credibility with the people who may have a big influence on the success of your e-learning projects. Staying current will not only foster positive relationships with IT, it can also help you gain credibility with everyone in your organization as well.

So, if you are not going to the movies anytime soon, then you just created some free time so bring out the popcorn and Explore, Explain, and Experiment – and hopefully I’ll see you at a Langevin course where w e can do this together!

Ron

BEFORE

One area that we can look at is pre-work. Pre-work can take different forms. It can be a preliminary survey, similar to what we do in a traditional class environment. The survey asks the learners to identify some key points related the topic to be covered that they would like walk away with. It can also ask them to identify questions they have about that topic to ensure that they are covered. (You can point them out during the class.)

Pre-work can also be a reading assignment. For example, we can assign a section of reading to a group of learners. The group can be organized by work group, by division, by region, or whatever makes it easier for the learners to contact each other. Let them know that they will be responsible to answer two questions related to the assigned section. We can have them read an article based on the topic and post their response(s) online to specific questions. As the instructor, we should review the responses prior to the session so we can reference them in class. If we do not check/reference this information, we imply that the pre-work is not important. People will stop doing the pre-work.

When I work with instructors in distance learning, we have live classes or we have pre-recorded classes that students can review at their leisure. In live classes we have students either in rooms or on campus with press-and-talk microphones or they bridge in from home using the telephone. We need to find ways to have that human touch. Part of the registration process includes each person’s sharing three things about themselves. This allows the instructor to make a personal connection during the introduction of the class. (Example: “We have a group of world travelers with us today. This group has traveled to over 8 countries.”) The instructor can then share three things about him/herself either in his/her bio or at the beginning of the session.

DURING

There are several things we need to consider to keep the learner engaged. Since we don’t have the eye contact that we have in the traditional learning environment, we need to be more dynamic with our delivery. Our voice – intonation, pitch, volume, enunciation, etc., becomes more important. We should also examine our facial expressions, mannerisms, and gestures to see if they’re going to help engage the learner or become a distraction.

Having effective visuals, while always important, is critically important in a virtual environment. Slides need to be very visual, contain graphics, a punch of color, and should not be crowded with text. Here, less is more. The objective should be to have slides that are clear, concise, and to the point. And, keeping our delivery moving at a fairly brisk pace is key to engagement.

To make the session a little bit more interactive, we can set up an opportunity to do several Q&A sessions. This can be done electronically or structured as part of the pre-work. When there is a demonstration that is live or video-recorded, we can follow it up with Q&A to clarify the understanding of the demonstrated process. If we have an additional person working to support us, we can set up a blackboard, open a chat room so that there could be an ongoing discussion around the information, or use email to address additional questions. The support staff can be monitoring these methods and answering the questions directly or sending us the most frequently asked questions. If there is not enough time to address all the questions, we can create a FAQ page.

When lecturing, we can use a lecture method that creates an exchange of information between instructor and learner. For example the instructor can ask, “When conducting a needs analysis the most common data collection method is: A. interviews, B. Surveys, C. Records, or D. Observation.” The learners either respond via an electronic poll or write their answer on a sheet of paper. After the poll has finished or the time to write it down is over the instructor can respond, “The correct answer is B. (transition to content). Let’s look at some of the criteria for creating a valid survey.” This can be an opportunity to use any pre-assigned reading for this topic.

As the use of technology in training increases, we are challenged to make our training dynamic. Based on the tool(s) that we use, this can be lots of fun and a great way to let our creative juices flow. In this blog I highlighted some of the ways to engage the learner in a virtual classroom (synchronous) environment. The next time I will address some methods for online tutorials (asynchronous training).

What have you done in the virtual classroom to involve your learners? What is the average length of your virtual classes? We’d love to hear from you.

Martha

Because I also love the training field, I end up on a lot of discussion boards and forums for training professionals. I thought I’d share some of my observations about the trends in the business, based on what training professionals are saying to each other. To be fair to those who have shared great ideas (or conversely, not-so-great ideas) I won’t be referring to any particular forum or group in my following comments:

Knowledge and Skill

To begin, there is definitely widespread use of the words “knowledge and skill” out there when it comes to training. I find that encouraging. But, when you dig a little, it seems training professionals often focus more on the knowledge part than the skill part when you get knee-deep in the details. We could benefit from putting more emphasis on the skill aspect of training: leaving out nice-to-know content, including more how-to material, and building in more exercises for our learners.

Technology in Training

I’ve noticed trainers are always looking for new ways to use technology in training. From sharing opinions on e-learning authoring/delivery tools, to posting discoveries of emerging technologies that may someday provide new training modes, trainers are combing the web for technological advantages. Even nicer, many trainers are staying clear-headed, not getting caught up in the whiz-bang coolness of the technology, and keeping a focus on sound training principles. I hope this trend continues and even rises. Sadly, there are still a few people out there who think e-learning should solve all training needs, although they appear to be the minority.

Helpful Trainers

Trainers are a helpful bunch. Maybe it’s due to all our dealings with managers on the front end, and with learners on the back end, but I’ve noticed a huge tendency to be very diplomatic in expressing our thoughts about training in general. Even strong differences of opinion posted online have been tempered with disclaimers of possible exceptions, adaptations, and professionalism. Well done, trainers! No flame wars for us!

Front-End Analysis

There seems to be a lot of focus on how to design or deliver training with efficiency and effectiveness, but I’ve noticed an absence of front-end analysis thought. Perhaps we are resigned to defer to managers’ judgment, have given up on needs analysis, or simply don’t know enough about it to implement it more prevalently in the training world. I’ve simply seen too many posts about training programs that are telltale signs of knee-jerk reactions by management or common misconceptions that training can solve any performance issue. When put to the question, most trainers would say, “No, training is not the solution to every performance issue.” But I’ve seen too much evidence of trainers failing to consider that question at the start of new training projects, and feel we’re still letting “bound-to-fail” projects creep into our project plans.

Trainers Agree…

Finally, if there’s one thing trainers agree on, it’s that there isn’t just one correct way to handle training. It looks like we really get it: We’re helping human beings do their jobs better. And if there’s one thing we know for sure about human beings, it’s that not everything will work equally well for everyone. I’m very grateful to see how adaptable and open-minded we are as professionals. Not only are we open to new ideas, but we are ready and even eager to consider adaptations to best practices, all in the name of maximum benefit for our respective organizations.

If you want to form your own opinions about what trainers are discussing online, just Google the following words: “training forum discussion board” Just be prepared to weed out the results that lead to animal training or personal training.

Alan

Phase I:  Planning & Analysis

E-learning, like any training strategy, takes time and money to build. You either build it yourself or you hire a consulting firm to build it for you. Before you spend money on any e-learning project, it is wise to do some advance research. If you understand, and apply, the planning and analysis steps in instructional design, your e-learning will:

• Meet a legitimate business need.
• Stay on time and on budget.
• Include content targeted appropriately for your audience.
• Contain only relevant content for your learners.
• Produce desired performance outcomes.

Phase II: Design & Development

Depending on your learning goals and circumstances, e-learning can be more cost-effective than traditional classroom methods. How do you guarantee that e-learning will save money and meet your learning objectives? Start with good design. If you understand, and apply, formal design and development steps, your e-learning will:

• Be the appropriate strategy to use to teach your content.
• Contain assessment tests to measure knowledge, skill, and retention.
• Be structured properly to maximize learning success.
• Include feedback mechanisms and any additional job aids.

Phase III: Validation & Evaluation

e-Learning is no different from other methods of training in that it needs to be validated and evaluated. Does the e-learning course need any final revisions before implementation? Are the employees performing their jobs effectively after completing the e-learning course? If you understand, and apply, formal design validation and evaluation steps, your e-learning will:

• Incorporate Adult Learning Principles in its design.
• Be targeted to the appropriate experience level of your learner population.
• Run properly without any typographical or grammatical errors.
• Enable you to evaluate your training effectiveness.

So pull that design manual off the shelf or take a workshop to learn the basics of design and then enjoy playing with your new e-learning toys!

Lynne

In this world we are constantly competing against technology. Everyone wants it faster, better, and more entertaining. We are expected to cram a lot of content into a small amount of time.

Do all the bells and whistles make for good training? No! Those additions add interest and fun, but alone they don’t count for much if there is no solid foundation.  In fact, it’s just like putting lipstick on a pig! It may be pretty but it’s still a pig! And, if people only remember that they had a good time in training, we have not done our job. We need to incorporate (PAF) Presentation, Application, and Feedback into every training program.

Presentation

First we need to present (P) what the learners need to know in order to be successful on the job. The training can be instructor-led or we can get the learners involved in the delivery. We can use e-learning or any other training strategy for that matter. But, between the glitz and glamour, there has to be content that is relevant to the job. And we need to use a variety of methods so we can engage the different learning styles and generations.

Application

Good training is not just delivering or presenting content. Once we have the need-to-know down, the learners require practice – application (A). As the saying goes, “Perfect practice makes perfect.” And we want to make the practice as real world as possible. It’s better to have the learners make mistakes (and get feedback) in the learning environment than back on the job. We can use role-plays, practice exercises, simulations, case studies, scenarios, etc., and these can be instructor-led or web-based, or something else. We just need to make the application exercises and activities hands-on whenever possible.

Feedback

Since training is a place where people come to practice their jobs, they need to know how they are performing to the standard. They need feedback (F). It doesn’t matter if the feedback is self disclosure (individual – i.e. how do you think you did?), peer delivered, or instructor-led. And, along with the feedback, we should provide tips on how they can perform the tasks better (if necessary).

I know that I’m preaching to the choir here, but I get excited about all the possibilities! We can still look for fun and excitement when we are deciding how we will deliver the content (presentation), how we will have the group practice (application), and how we will inform our learners about their performance (feedback).

Just remember, poor training in a pretty package is still poor training. Proper use of PAF will significantly increase the chance of having an effective training class. Training can be (and should be) both fun AND a great learning experience.

Martha

Yes, they’re here!  Gen X and Gen Y in the classroom. This, and many other incidents like this, have lead me to find the answer to the following question: “Do the Adult Learning Principles we use, developed by Malcolm Knowles in the ’70’s, still apply today?”

A quick recap of some of the adult learning principles reminds us that adult learners:

• Want to control their own learning.
• Need to know why.
• Want to see the relevance and the benefit in what they are learning.
• Want to participate.
• Have a strong need to maintain their self esteem.
• Do not want their time wasted.

So which of the above principles are still relevant today?

ALL OF THEM! The Gen X’ers and Gen Y’s that I know might even have a stronger need for those principles. They want the “need to know” and they want it now! Don’t single them out or embarrass them in front of peers and don’t waste their time with “busy-work.” So, I guess what I am saying is, we don’t need to recreate the wheel. As training professionals let’s continue to design and deliver training following the principles of adult learning and let’s recognize the learning preferences of a new generation of employees in the work force.

“So what should we do differently?” you ask, to meet the learning needs of Gen X and Gen Y.

First, be aware that their best learning time is afternoon and into the evening, so you may not get their best work in an 8:00 a.m. class. They also prefer flexibility when it comes to scheduling training. If possible, provide the option of two half days of instruction instead of one full day. The younger generations love access to information – years of surfing the net have shown them how to find what they need. Maybe we should be teaching them where to find information rather than giving it to them. Gen X and Gen Y prefer a trial-and-error approach to problem solving rather than a rules-based approach. Look for opportunities to give them a problem and let them figure it out. They will use their multi-tasking skills to discover the answer, find efficiencies, and save time.

Although strongly independent, Gen X’ers want continuous feedback; always ensure they are aware of how they are doing. They have a strong entrepreneurial spirit and will invest in themselves over the organization. Ensure they know what’s in it for them when they are in a training session.

A strong interest in cultural diversity ensures Gen Y’s participation in collaboration and community. In training, strive to have a blended learning approach where they can email, text, and be involved in online learning communities.

There is no doubt that the new generations of learners will challenge the skills of instructional designers and classroom trainers.  I have a feeling (actually, it’s “more than a feeling”) that by continuing to apply Malcolm Knowles’s adult learning principles and making adjustments in our delivery methods we can meet the needs of Gen X and Gen Y.

Oh by the way, just around the corner are the Millennials, so “keep your eyes on the road and your hands upon the wheel.”

Langevin Team

Let’s look at some of the benefits of practicing our public speaking skills.

As trainers we need to clearly communicate our content to our learners in an engaging manner. Think about all the things we compete with to keep our learners’ attention.  We contend with electronic devices, images of work piling up on desks, and thoughts of home responsibilities.  If we don’t communicate with confident, well-polished presentation skills, we run the risk of losing our participants’ attention, and learning will not take place.

Okay, you are probably thinking that sounds like a good enough reason to practice public speaking skills for instructor-led training, but what if we design and develop e-learning?  Surely we can skip the public speaking practice, right?  Perhaps we can, but then again, perhaps not.  What if we decide to add some vocal narration to an e-learning program?  Look at the following contrasts:

• Have you ever listened to talk radio and changed the station because the host was inarticulate and, quite frankly, boring?
• Conversely, have you ever listened to an audio book during a long car trip and became so engaged that you reached your destination and wondered where the time went?

Vocal skills matter – and not only when we are standing at the front of a classroom.

In staff meetings have you ever presented management with information on how training is going?  How you present yourself leaves a lasting impression. Like it or not, people judge us not only by what we say but also how we say it.   Solid public speaking skills increase our credibility and convey confidence.

Have I convinced you yet that practicing your public speaking skills is important?  If not, let me try one final time.  On an all-important job interview, when the recruiter asks you to explain your background, don’t you want to project confidence while you talk about yourself?  And, in this economic climate, it’s especially important to present yourself in the best way possible.

So, there you have it trainers – my take on the importance of practicing public speaking skills.

Remember, in order to teach, inspire, and motivate, we must also captivate!

By the way, if you are looking for more pubic speaking tips, please see Melissa’s recent blog post called The “WOW” Factor: Tips for Public Speakers.

Lynne

I’ve been involved in corporate and organizational training for a little over 13 years now, and boy do I remember the “good old days.”  Back then, training included not much more than a classroom filled with learners, manuals, and a few static visual aids like flip charts, a dry-erase board and an overhead projector (remember those?).

Fast forward to today — a few of those things are still around, but we’ve now added other things like computers, multimedia projectors, e-learning opportunities, and many other technological advancements. The world is an ever-evolving and changing place, and the classroom is changing right along with it.  Author and Holocaust survivor, Viktor Frankl once said “When we are no longer able to change a situation…we are challenged to change ourselves.”

With a bit of reluctance, I made the commitment to challenge myself and change my thinking.  I can’t stop technology and e-learning from invading my classroom, so I figured I’d embrace it and get with the program. Part of my resistance was intimidation.  By no means do I consider myself a “Techie.” That said, I was (and still am to some extent) a bit fearful that if something went wrong with the technological equipment, I would not know how to fix the problem.

Another part of my resistance was unfamiliarity.  I was simply not used to working with and using all of the technological advances.  When I went to college, I purchased a typewriter to complete my term papers and other assignments.  Granted it was an electric typewriter, but a typewriter none the less. I didn’t even buy my first computer (a refrigerator-sized desk-top model) until the year 2001.  In my mind I thought I’d become tech savvy.  However, looking back, I realize I only used about a quarter of the features the computer had to offer such as sending/receiving e-mail, searching the internet, and typing documentation in a word processing program.

Today, as I’ve proudly made the commitment to “get with it,” I currently use my new laptop computer to do all the things I listed above, but I’ve also learned how to download music, videos, and pictures.  And I’ve even joined some social networking sites like LinkedIn.  Minor accomplishments for some, but for me, I feel I’ve made great strides. As far as the classroom goes, I’ve ditched the dinosaur of an overhead projector and I now instruct using a multimedia projector and a laptop.  I continue to educate myself on the latest advances in e-learning.  Recently I read a wonderful book called “The Synchronous Trainer’s Survival Guide.”  And as you can tell by reading this, I’m even writing a training-related Blog!

Change and advancement are wonderful things, but they don’t happen overnight.  For me, change has to be gradual.  I’m most comfortable taking baby steps, especially when it comes to technology and e-learning.  I am, however, finding that my baby steps need to be taken at a brisk pace, because when it comes to technology, something is always being updated, changed, or revised.

Wish me luck!

Langevin Team