Some of my pet peeves about how some presenters and trainers use PowerPoint:

• Information Overload – let’s cram as much as we can on the slides so people leave and don’t have a clue about what just happened.
• Reading Slides – I’ll stand and read slides because the audience can’t read. How insulting to them and how insulting to me. Is that why I took this job? To stand and read to people??
• Boredom – How boring to watch a lengthy slide show – we’re killing people with this stuff!

Now, having said that, using multimedia slides in training can be beneficial. Typically, the course content requires a visual representation to enhance its meaning. Heck, visual learners love to see graphics and pictures. And lastly, seeing the content can increase retention for the learners.

So, the idea is to incorporate the slides properly. I’m sure you’re familiar with some of the basic ideas around using slides. Here are some Langevin tips:

• Keep it simple.
• Less is more – stick to key messages.
• Use caps only for a key word or phrase.
• Use 28-point font for headings.
• Use no more than 5-7 lines per slide.

But imagine my surprise to learn that there was a field of study around slides and even a book called Slide:ology – The Art and Science of Creating Great Presentations by Nancy Duarte. These are just some of her suggestions:

• The 3 Second Rule – your message must be processed effectively within 3 seconds – about the time it takes to read a billboard.
• It’s okay to have clear space; clutter is a failure of design.
• Go for a very low word count and use bullets sparingly.
• A slide’s value is determined NOT by the amount of information it contains, but by how clearly it communicates its message.

Remember, slides are meant to enhance the session to aid learning, not BE the session! And isn’t that what training is all about?

Marsha

FEAR…False Evidence About Reality…

So what does that say about us as trainers? It says that we are a courageous and brave group of people! But why is public speaking still # 1? What are we afraid of and why do we get nervous and suffer from anxiety whenever we speak in front of people? The common answer to this question is: We are afraid – afraid to fail, to make a mistake, not know the answer to a question, etc. Whenever we are in front of a group of people, we are vulnerable. All eyes and ears are on us. We want to be liked and we want to do well. We fear being judged and we fear rejection. So how do we deal with this fear of public speaking?

First we must embrace it. We are clearly not alone, since statistics indicate that most people are more afraid of public speaking than dying.

Next we must become aware by doing a self check-in. Ask the question, “Why?” or “What am I afraid of?” Oftentimes it’s the things I’ve already listed. As we consciously go through our checklist of “What Ifs,” we will realize that none of these things has probably even happened, except in our minds. Therefore, we have created our own False Evidence About Reality.

Once we realize this, we can counteract our FEAR by creating a new and different reality for ourselves via stories of success and acceptance. Once we have these images of success in mind, we can have a visual rehearsal. By visualizing ourselves as being successful – and even making mistakes (which inevitably we will), we are able to handle ourselves with grace and confidence – and even move on from any mistakes we might make.

We must also do our homework and be prepared. Thorough preparation does wonders for reducing nervousness and anxiety. Unfortunately some instructors are not given the necessary time to prepare. I often hear instructors complain that they are thrown into the classroom with as little as one or two days notice. It is important that we not only set our learners up for success but we should also set our instructors up for success.

Another good tactic to ease fear is to try breathing. A few deep breaths to get centered can be your best friend before speaking.

Most importantly, it is essential to have fun. Oftentimes we take ourselves too seriously.  Yes, it is important to be professional but it is also just as important to create those lighter moments. Find opportunities to use humor or a fun icebreaker. This is not only relaxing to us as speakers but also to our participants.

This list can go on. We cover this in much more detail in our Instructional Techniques for New Instructors workshop. In the meantime feel free to respond to this blog by adding to this list. What are some of your techniques for reducing nervousness and anxiety in the classroom? What acronyms do you use? Since public speaking remains the #1 fear among most people, we must help each other to create new realities and not wallow in FEAR. After all we are a courageous group of people.

Linda

I realized that it all started with something that I learned from a former Langevin Trainer, Achim Nowak, in his book “Power Speaking: The Art of the Exceptional Public Speaker.”  He breaks it up into a simple 3 level approach:

Level 1: The Craft Level

This level focuses on the basic skills of a presenter – what actors tend to call their “instrument.” This would include working on your voice, body movement, gestures, eye contact, and personal energy. (Be sure to check out Melissa’s and Lynne’s blogs for more detailed tips at this level. Great ideas, ladies!) Obviously, we need to incorporate these basic skills as public speakers.

Level 2:  The Connection Level

This level focuses on our relationship with the learners and how we can engage our audience. So, how do we connect with our learners? Through the use of stories, questions, and humor. This level is where we begin to separate the beginner from the advanced presenter.

Level 3: The Flow Level

This level examines how we “come across” to our audience and this is where the magic begins to happen. For example, if you are delivering a “canned speech,” the listeners can pick up on this and it signifies that you don’t respect your audience. The key is to be spontaneous, go off the script, and speak from the heart. This kind of spontaneity is a “state of flow” where your presentation unfolds effortlessly.

The more I reflected on the session, the more I realized that I had gone “off the script” at times during the training – meaning, I was so comfortable with the content and structure of the course, that I was able to speak in the moment and  in my own words. I was able to react to comments and be myself while still respecting and staying true to the overall design of the course. As a result, we all shared, laughed, and learned from each other. Obviously, the group was a big part of my success. We all know that having a motivated, lively, and fun group can make all the difference in a training session.

So, remember the levels. Focus on your craft, make a connection, and be spontaneous. It’s amazing what can happen when you just let it flow!

And for a really great coaching experience as well as a copy of Achim’s book, you may want to take our Polishing Your Presentation Skills course!

Marsha

Gestures can, and should be, an integral part of a trainer’s speaking skills for many reasons. First, using gestures adds meaning to our course content. Second, using gestures allows us to connect more with our learners. And finally, using gestures allows us to release any excess tension we may be feeling while we are in front of a group.

Every gesture we use should have a purpose while still appearing natural and smooth. For example, using an open hand gesture while walking towards a learner who is asking a question shows the learner that you care about them and their question. At the same time it communicates respect.

Gestures certainly play an important part when it comes to being an excellent instructor and facilitator. However, if you teach outside of the United States you may find that it pays to do some homework. There are many cultural differences when it comes to the meaning of gestures. I recently purchased a book entitled, “Kiss, Bow, or Shake Hands” by Terri Morrison and Wayne A. Conaway which provides some interesting and valuable information about conducting business in sixty different countries. The book points out many areas to consider when working abroad and includes information about the meaning of gestures in these countries. I learned many things and I plan on applying many of the tips I discovered when I teach outside the U.S.

As a Langevin Instructor, I typically greet learners by shaking hands with them as they enter the room. I can safely continue this gesture in Argentina, Belgium, Canada, and France, but in India, as a female instructor, I will not initiate handshakes with male learners. Also, if I teach in Belgium, Sweden, or Japan I will refrain from using expansive hand gestures.

So, if you teach primarily in the United States, keep perfecting the use of gestures as part of your teaching style. However, when working with learners from other countries, take care to research what hand gestures are appropriate for each particular culture so you do not inadvertently offend!

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

TIP #1: Limit the number of slides.

I have talked with many trainers who refer to their PowerPoint slides as “decks.” There are 52 cards in a deck … of playing cards, but when it comes to training, less is more. I think of it this way. Less presentation allows for more practice. Presentation only makes up about one third of your training time. The other two thirds are usually dedicated to application (practice) and feedback. Your participants need some time to “do” what you’re teaching them. One of the best ways to ensure this happens is to limit the number of slides by using one slide for each segment of content. Considering the recommendation that only 20 minutes of each hour be dedicated to presentation, probably 4 or 5 slides per hour would cover the material well. Keep in mind, if you use a demonstration, you may not need the PowerPoint slides at all.

TIP #2: Limit the amount of content per slide.

Visual aids are intended to assist the learners in receiving the content clearly. PowerPoint is not intended to be the instructor’s notes. Thankfully, we have lesson plans for those. For greatest impact, include minimal amounts of information on each slide. As a general rule, use 3 to 7 bullet points with only a word, phrase, or short sentence tied to each bullet. This technique allows the group to become engaged with the instructor to listen for the details of each point. If all of the information is contained on the slide, why not simply let the participants read the slides on their own time?

TIP #3: Turn off the display when slides are not being referenced.

We have a variety of participants in each classroom setting, and their level of attention may vary. However, we as trainers are like conductors. We can actually orchestrate the attention in the room. Simply stated, when you are not referencing a PowerPoint slide, turn the display off. I remember being a participant in a session where the “Welcome” slide stayed up for the entire first hour. We participated in introductions, covered basic content, and even completed activities all while the welcome slide remained on the screen. It was distracting. Allow your participants to focus on what you need them to focus on, every step of the way.

It is a challenge to keep the attention of your participants in any training session. If you follow these three tips, your participants are sure to avoid “Death by PowerPoint.” After all, why do you think they call them “Bullets” anyway?

Jim

Spontaneity

Like actors and comics, trainers rely on a live audience to keep their presentations fresh. All live performers usually repeat their performances – sometimes many times.  Actors appear in long-running plays, standup comedians repeat tried-and-true comedy routines.  Trainers teach the same courses (i.e. cultural diversity, new employee orientation, and sexual harassment) repeatedly for weeks or even years!  Without the constant challenge of a new audience every time, performances can grow stale very quickly.

This need for freshness in the midst of repetition, a.k.a. “the illusion of the first time” was coined by Konstantin Stanislavsky, father of “Method Acting.”  “The artist of the stage (or trainer in the classroom) must be the master of his/her own inspiration and must know how to call it forth at the hour announced on the posters at the theater (or in the training catalog).”  A good trainer must have some of the gifts of a good actor.  Each time the curtain goes up, no matter how many times it has gone up before, it should always seem like a new performance for the audience.  In other words, “fake it till you make it!”

Reviews

Actors frequently find themselves at the mercy of reviewers/critics who write for publication.  Some widely syndicated reviewers (think USA Today, New York Times), wield such power that their evaluations can actually close a Broadway show or seriously impair an actor’s career.

Comedians, on the other hand, are lucky because they get reviewed by everyone, and the majority rules.  Comedians don’t have to make everyone laugh to be successful; they just need to make most of the audience happy.  Much of a comedian’s success is due to word-of-mouth rave reviews.

A trainer also gets reviewed by everyone (our learners).  Generally speaking, most of us are content to get an 8.5 (out of 10) or better on our end-of-course evaluations.  A perfect 10 is fantastic, but not necessary for continued success.  Conversely, if we get a low score from the majority of our learners, then we know immediately that we need to do some major overhauling of our “act” if we expect to stay in business.  One person’s opinion may not be useful information for the performer but it can be to a trainer.  And when our entire audience gives us a similar review, we know where we stand.  If most of our learners think we’re boring, we know where we need to improve.

Memorizing Lines

Did you know that the number one cause of stage fright among actors is forgetting their lines?  When an actor “flubs up” his or her lines during a live performance, it’s a terrible sight to behold.  First there’s this unnatural pause.  Then there’s a “deer caught in the headlights” expression on the actor’s face as he or she tries to ad-lib a suitable replacement for the forgotten line.  It’s similarly scary for comedians.  They have to memorize their bits, punch lines, etc.  An ad-lib just may not be funny enough.

Trainers on the other hand, are lucky – lucky in that we can use our notes!  We don’t have to memorize anything (and I highly recommend not trying to) and we can transpose and rearrange material to our heart’s content.  Indeed, sometimes we need to do some mid-session rearranging in response to our learners’ needs.  Stage fright for a trainer?  Pshaw…

In summary, actors can achieve fame and fortune, but they have to memorize their lines and put up with cranky reviewers/critics.  Comedians also can become rich and famous, but they too, have to memorize routines and get a laugh every 20 seconds.

As for trainers, we might not retire as millionaires or be nationally recognized, but we can teach learners new skills and improve job performance. Like teachers, trainers “affect eternity.”  And we don’t have to memorize our lines or get laughs to do it (ha ha).

Melissa

Delivery can be defined by 5 “Ps”: Presence, Projection, Pronunciation, Probing, and Practice.

Presence

The definition of presence is: a quality of poise and effectiveness that enables one to achieve a close relationship with his/her audience. In other words, this is how we get the attention and respect of the group. Presence is enhanced through many non-verbal behaviors. What do you look like when you walk in front of the group? Do you have good posture – erect, but not stiff? Is your eye contact like a snake slithering from person to person, or is it focused 3 to 4 seconds per each contact? Do you have happy feet and dance your way around the room (unintentionally)? Movement can convey energy; random/spastic movement implies nervousness.

Projection

Now that we have their attention, we need to make sure they can hear us. In the learning environment we are competing for air space. There can be noisy fans, a loud group next door, or a noisy group in our room. We need to speak to be heard and do it in a nice way. There is a difference between being loud and being bossy.

Pronunciation

Make it clear. Do we have people setting in a room, sittin’ in a room or sitting in a room? We have established a good presence, but slips like this can reduce our impact quickly. We don’t have to be pretentious, but clear pronunciation and elimination of speech fillers can go a long way.

Probing

It is better to ask the question than to know all the answers. We don’t have to be the only voice in the room. (Thank goodness!) The use of questions can have a significant impact in the learning environment. We can check to see if the learners understand before we move on. We can get more participation from the group. Questions, when framed properly, can increase the retention of the material.

Practice

“Perfect practice makes perfect.” Training by its nature means the learner must have an opportunity to practice the skills or apply the knowledge being taught. The biggest challenge is how to have the learners practice based on the time allotted and the number of learners in class, making sure we coach them, if needed, and see that they get feedback about their performance.

Wow, this is just a part of what we do and people think all we do is just stand and talk to people all day! The next time you hear “I want to be a trainer just like you – you just stand and talk to people all day,” smile and say, “Thank you,” because it is a compliment. You made it look easy.

Martha

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

SSSS:  Start your courses off with high-impact…

…and one way of doing this is through storytelling.  Storytelling is also a great way to make an immediate connection with your audience.  I believe that good storytelling has a purpose.  I especially enjoy sharing stories that inspire my audience by telling them how I overcame obstacles.

For example, I remember the first workshop I facilitated with Langevin.  The vice-president, who hired me, just so happened to be in NYC at the same time I was conducting my workshop.  I was sooooo nervous that every other word I said was “OK.”  At the first break we went out into the hallway.  He put his arm around me and said, “Relax, Ron. I hear you saying “OK’ too often.”  I got my game face on and changed that in a heartbeat.  At the end of the day, he hit me on the chest and said “you the man!”

Story telling is a powerful technique that allows me to create genuine relationships with my audience.

MMMM:  Make everyone in your audience feel as if they are the most important person in the room.

I have learned to maintain eye contact, establish positive body language, and use words of affirmation genuinely.  During lunch, or at the end of the day, I make a point to thank someone for their contribution to the class.  Oftentimes, that will spur great conversation.  In fact, one time, at the end of the day, I complimented an individual and we ended up talking for almost one and one half hours!

IIII:  Incorporate fun and humor into your programs.

People often tell me that they don’t tell jokes well, or that’s just not their personality.  Well, my response to that is just have fun with, and enjoy, your audience because fun and humor do not necessarily revolve around telling jokes.

I like to embellish my inner-child – (just ask my wife)!  Life is too short, so I don’t take it too seriously.  As a result, I enjoy every minute that I am in the training room – and I especially enjoy what each participant brings to the table.

LLLL:  Love your audience.

I was given a pearl of wisdom from someone special to me. I promised her that I would never forget it. This pearl was not meant to be locked away in its shell, so here it is:  “Do you love to talk to people, or do you love the people you talk to?”

When I was an employment manager, I often heard people say, in an interview, “I love to talk to people.”  Many times I found out that these people were all about themselves. The main focus was on them. However, when we love the people we talk to the focus is on the audience, and meeting their needs.  Your needs become secondary.

EEEE:  Enthusiasm is contagious.

I am no different than any other person, in that I can feel blue at times.  Being a professional I need to leave that “stuff” at the door, and find that enthusiasm from within.  My enthusiasm will not only change my outlook, but it will change the entire room’s as well.  I am always pleasantly surprised what a great workshop it turns out to be, and I am glad that I did not miss the opportunity.

So, remember to SMILE during your training – it will increase your face value.

Ron