A. Arnold Bateman, at the University of Nebraska, has an efficient way of getting feedback from large groups of people. In his groups of up to 500 he prepares index cards with three or four questions on the card. For example, the question at the top might be quality of presentation; left side, usefulness of content; right side, knowledge of instructor; the bottom, usefulness of the facility. Then on the top edge, the two sides and the bottom, he prints the numbers one through five. Participants are asked to “block in” the number that represents their feedback and to use the back of the card for written comments. This enables the presenter to hold the cards in a stack and get a quick scan of the response to each question by simply flipping through the cards and noting the proportion of fives, fours, threes, twos, and ones.

Q. I often have to administer tests in technical training sessions that. by necessity, are rather long. When people look to the last page and see question number 125 staring at them, they tend to get a bit overwhelmed. Is there any way I can get around this psychological barrier?

A. Try using the technique sent by Alisa Lehman,  at Shearson Lehman. In order to determine the knowledge level and assess training needs of the analysts who provide telephone support to the user base, Lehman creates and administers tests with up to 150 questions. To combat the intimidation factor of that many questions, she has begun to “number” her longer tests with letters. Beginning with the simple sequence A to Z, she continues with AA, AB, AC, and so on.

Even though there are still the same number of questions, Lehman finds that people don’t become so concerned about the length of a test when it is not evident how many questions they must answer. The strategy enables her to quickly reference a particular question and, at the same time, keeps trainees relaxed about the length of the test

Q. How can I make sure my discussions keep rolling once they’ve begun?

A. Next time you begin a class discussion you want the class to keep moving, try this suggestion from Ron Reedy. Once Reedy gets the ball rolling, he simply sits down during the discussion so the points are directed at others in the class rather than at him.

Doug Young, a Colorado-based consultant, prepares his participants to take risks in a training program by putting the words action, understanding, and vision on a flip chart. He asks people to prioritize them in order of importance for moving most effectively through change. The typical answer he receives is vision first, understanding second, and action third.

But Young emphasizes the preferred answer is vision, action, and then understanding. Young’s rationale is that in today’s world of change, if we wait to do something until we understand everything, we will wait forever. Action creates understanding and that’s what the training program is all about. Giving people a vision, letting them act on it, and using the training program to create understanding that can be applied back on the job is Young’s preferred method of operation.

Real-life examples show how training makes a difference

Whenever Susan Franco, an educational specialist with the University of Nebraska Medical Center in Omaha, designs a new program she searches for an event within the medical center that demonstrates how training makes a difference on the job. For instance, if she’s doing safety training she finds examples of a fire in a building or someone falling on the floor or being injured using hospital equipment. With real examples and anecdotes, the training is reinforced by events that either happened because training did not take place, or were prevented because training was used.

Exercise shows preconditioning can greatly affect learning efforts

Print the words red, rose, chair, and McDonalds on a flip chart (or make a PowerPoint) and cover them. Give participants a 3X5 card and ask them to write down the answers to four questions:

1. Name a color
2. Name a flower
3. Name an item of furniture
4. Name a fast food restaurant chain

Then ask them to shout their answers out loud as you repeat the statements. Then reveal the premade list.  From 60 to 90 percent of the responses will be the same as your predictions. 

Use this as a springboard into a discussion of how conditioned people tend to be, and the importance of carefully examining our programming so we are aware of choices we can make to consciously build new reactions and choices if needed.

Applause creates positive setting

Pam Beard, with the Employee Development Dept. in California, encourages group applause to create a motivational environment. She asks for applause throughout the program, beginning as participants come to the front of the room to introduce themselves. The applause gives participants a sense of worth and it may be the first time some have ever received such robust recognition. Applause is also used during the training, when participants are asked to offer one word that describes themselves, and later when Beard asks them to write an answer to: “If I were a T-shirt I’d say…”

Equate knowledge with success

Here’s a simple equation that can be placed on a show card or poster and displayed in your training room to create a motivational environment for your participants:

Prior Skills + Skill Acquisition = Job Flexibility = Promotion

The point of the equation is this: once skills are acquired and mastered they can be combined with previous skills to prepare us for other jobs, and the ability to perform a wide variety of jobs is sure preparation for promotion.

To make this opener more program-oriented, ask people to select three items that make statements about their jobs. If they’re in customer service, for instance, ask them to select something that relates to how they help customers.

Before a program begins, Nanette Fischer, with Campbell Soup Co., places participant name tents as place cards at the tables. Once all participants are seated, she tells them to look inside their cards, where they will find a word that is half of a common pair. Fischer uses well-known pairs such as fast and slow, tall and short, ham and eggs, peanut butter and jelly, and salt and pepper. Participants spend a few minutes mingling to find their “other half,” and then talk with their partner so they can introduce one another to the rest of the group.

According to author Michael LeBouf, the greatest management principle in the world is “what gets rewarded gets done.” Irene Brooks, a computer specialist for USDA National Finance Center, uses the principle to encourage participants to complete evaluations and turn them in on time. As evaluations are turned in, she provides gift coupons issued on strips of paper good for a free beverage or snack from the cafeteria. In large classes, she sets up the reward coupons in a drawing, with many blank slips of paper and some gift coupons in a basket that participants draw from as they turn in their forms.

Involve participants’ supervisors in evaluation for maximum results

Most training courses are evaluated at four basic levels (Kirkpatrick’s Four Levels) with these questions:

1. Did the participants like the course?
2. Did the participants learn from the course?
3. Do participants use what they learned back on the job?
4. Did the training make a difference to the organization?

Level one can be measured by the evaluation form or feedback sheet used at the end of the program. Level two can be measured by testing. Both of these can be carried out by the trainer, but levels three and four are impossible to evaluate without the involvement of the participants’ supervisors.

When a check-off list is developed in cooperation with participants’ supervisors, it can be used to document behavior changes on the job as a result of the training, greater efficiency on the job as a result of the training, proper demonstration of methods taught in the program, and so on.

Involving the supervisors in this evaluation, particularly if participants are informed of the supervisors’ expectations before the course starts, can greatly enhance on-the-job application and transfer of training being delivered.

Follow-up newsletter reinforces training, serves as marketing tool

Richard Urisko, of Hitachi America Limited. has an effective way of developing critical incidents to use in training and in a newsletter he distributes to participants. He follows up one month after each training program with a email asking each participant to “tell a story” about how the training proved effective. Urisko publishes the stories he receives in the newsletter. The strategy reinforces the training for participants and develops ongoing interest in the course from people yet to take it.  In addition, the recognition of seeing their names in print rewards people for applying course content back on the job.

Filling out an evaluation form on yourself alters your perspective

The evaluation form you give to participants has uses other than those typically thought of. It can be easier to focus on participants’ evaluations if instructors evaluate themselves. The next time you finish a training program sit down and fill out a participant evaluation on yourself.

How would you rate you? Particularly, ask, how you would rate you on instructor interest in participants? Instructor’s style? Instructor’s knowledge of content? Instructor’s preparation? How would you rate the facilities? Putting constructive criticism on paper is one of the surest ways to help ensure your ongoing improvement.

Elicit evaluation during a course to allow for more timely change

Feedback is most valuable if you receive it in time to adjust a program to address problems before the course finishes. Diane Gauntt, human resources manager for the Grass Valley Group, teaches a 12-session, once-a-week behavioral skills course. Halfway through the 12-week course she sends out a questionnaire with only two questions: What do you like best? What would make the course even better? The responses she receives help her to make strategic changes during the course to benefit current participants.

Product knowledge information can be readily adapted to a “learn by doing” exercise. For instance, Martha Krzic, a training specialist in telemarketing with Xerox Canada, taps the experience of her sales training groups by asking them to brainstorm and list features and benefits of the products they sell, offer proof of those features and benefits, and put the items in descending order of importance.

After several groups have done this, she compiles the information and uses it as a product resource manual for all new representatives in the organization. With new products continually being introduced there is always a group working on a new “chapter.” The exercise acts as a review for the groups, and their experience benefits the organization as it is passed on to others.

Similarly, Paula Peck, training officer at Union Safe Deposit Bank, uses small groups of four or fewer participants to create “features and benefits” charts for bank products. The charts include: product name, features, benefits, target group, who handles the product, and any restrictions and/or requirements. Each group completes at least four charts and presents them to the entire training session. Each chart is then discussed by the entire group. The charts can later be reduced or re-typed on standard size paper and used as job aids when participants return to work.

Group goal setting technique helps hurdle mental roadblocks

Try this technique for goal setting in groups:

• Step 1: Ask participants to list the three most important “things” in their life. Do not define things. Have the participants share the items they have written in small groups and look for differences and common elements. Ask the group to consider whether the differences or similarities are affected by factors like age, job position, and upbringing.
• Step 2: The next day (or later in the day if it’s a one day program) ask participants to imagine a stack of money – $30,000 or more – on the table in front of them. Ask them to list how they would spend the money and then share the lists with their small groups. Point out how some people make budget lists while others just get excited and buy, buy, buy. Then reflect on the items they listed as important in the previous exercise and look for discrepancies. Use this as a time to let each person reevaluate what is really important.
• Step 3: Ask participants to list 10 personal goals. They might include goals they have already achieved and goals not yet accomplished.
• Step 4: Prioritize the goals list. Then list the roadblocks that have kept them from obtaining the top three goals. Ask a volunteer to share his or her top three goals and roadblocks.
• Step 5: Have the group brainstorm to resolve problems or roadblocks. Demonstrate the group problem-solving technique and then stay clear of the process. Only intervene to keep the group on task, build network systems, ongoing analysis, and so on.

Once this technique has been modeled for one person, you can allow the small groups to spend time working through the process with each individual. If you use this approach you may want to set a limit of 10 to 12 minutes per person, for groups of approximately five people. Have them take the most important goal and brainstorm the possible ways around the roadblocks. At the end of each time period suggest that the group move on to the next person. That way everybody will have at least one goal worked through and will know how to apply the process later to the rest of their goals on their own.

Handle irrelevant questions by addressing them later in the day

Questions that don’t directly relate to your course subject matter can not only throw you off track, but distract other members of the class as well. Kathy Fierro, a training assistant for Arrowhead Water Co., prepares for those questions at the outset of her classes. She titles a sheet of flip-chart paper “Hanging Issues” and draws a little hangman noose. She gives participants Post-it notepads and when something comes up that’s unrelated to the topic, she asks the participant to write it down and stick it on the chart. She answers those questions one-on-one at break, at lunch, at the end of that class, or at the beginning of the next class session.

Metaphors can stretch thinking

Challenging participants to develop metaphors from everyday objects is a useful exercise in learning and creativity. Alana Gallaher, a program specialist for the Department of Education in Tallahassee, FL, places a variety of objects in a paper bag, such as a rubber band, paper clip, penny, eraser, pencil stub, or pen. She gives one sack to each group of five to seven participants.

Each member of the group chooses an object out of the sack and finds a way to relate the object to the training topic. For example, a rubber band can be stretched – and a good instructor stretches the minds of his or her students; a paper clip holds things together – and a good manager communicates with the entire team in order to build team spirit and hold people together even in tough times.

Maintaining eye contact doesn’t mean you have to stand all day

While it’s important to maintain eye contact with your participants, it’s not always necessary that you stand, particularly in courses that last more than one day. You may find it suits your purposes to get a medium-height stool. A stool placed off to the side at the front of your training room enables you to sit, and because of the stool’s height, you can still maintain eye contact with your participants. The use of a stool also allows you to exhibit a more casual leadership style and to quickly stand when emphasis is needed.

Simple non-verbals can establish desired tone at session’s start

Terry Engle, a supervisor of field communications for Unisys, believes it’s important to communicate to participants that his workshop is going to be informal and highly participative – in other words, a relaxed yet hard-working environment.

To emphasize that point nonverbally, he starts the session by greeting each person with his suit jacket on; with the buttons buttoned. He opens with an activity and a short videotape. At the conclusion of the video, he removes his suit coat and rolls up his shirt sleeves, using the initial activities and his appearance to reinforce the message: this is a shirt-sleeves workshop and will require a lot of effort by him and them to be successful.

Team teaching provides chance to observe and adjust material

Team teaching is one way to enhance staff camaraderie and provide a change of pace for trainers and participants, and if several instructors in your organization teach the same course it’s easy to implement. While one instructor is “on,” the other observes from the back of the room. The method provides the following benefits to instructors and participants: It enables one instructor to “hitchhike” on the other’s ideas when they change places. It allows the “off duty” instructor to observe the group and notice participants that may be having trouble grasping the material, and those that seem to be catching on quickly. It also helps them to pick up points that need clarification. For participants, having two different instructors with different styles of delivery, inflection, tone, and body language provides a varied and more interesting program.

It’s been said you can’t understand people until you walk a mile in their shoes, and that’s the approach the American Society for Retired Persons (AARP), Washington, D.C., takes in meeting the special needs of its members. AARP has developed a unique sensitivity training program for customer-service representatives who work for its member benefit companies. The training approach includes putting cotton in the reps’ ears and Vaseline on their glasses in an attempt to help the reps experience life’s ups and downs from an over-50 perspective.

To break through the negative stereotyping of the 50- plus market and the aging process, AARP’s program also teaches reps what the normal aging process is, pointing out it’s not the terrible experience it’s made out to be. Reps are made familiar with common physical problems of members they talk to, such as diminished vision, so they’ll understand why it’s hard for some customers to conduct business.

Quarters make good reward item

Lisa Just asks each of her participants to bring 10 quarters, which are collected and placed in a large jar. The quarters are then redistributed as rewards for people who volunteer information or actively participate in the session.

Develop session themes to enhance interest and retention

Highlighting a theme that carries through a number of presentations or sections of a course can be a fun and effective way to keep participants interested in the material.  Little Folks/Kids Mart, City of Industry, CA, developed an “Operation Krush” theme in order to “fight” the competition through better customer service. Trainers present wearing combat gear, and the theme is carried over in their language and handouts. The closing presentation is a M.A.S.H party.

Jean Williams, a program consultant with Florida Department of Education, uses drawings of a pelican throughout her courses. The pelican introduces new concepts on some course PowerPoint items and moves up a staircase on others as each additional training point is introduced. Williams also uses the pelican to “comment” on how to use a concept by drawing a cartoon bubble coming out of the pelican’s mouth. The pelican also acts as the devil’s advocate in some cases and announces class breaks and schedules. It’s a lighthearted way to introduce some heavy concepts and to keep attention focused as participants wait to see what the pelican is going to do next.

Use a camera and story board to help participants get acquainted

A simple camera and a printer provide a simple way to help people get acquainted and interact at the outset of a training program. Take a photograph of the first attendee to show up and post that picture on a story board. Get participants involved with taking pictures of one another and adding them to the story board. Ask them to write their names, departments, and other pertinent information beneath their photographs. They can also add fun facts like their favorite hobby, type of food, or pet peeve. The exercise helps participants to get involved before the program starts, a time that’s sometimes spent awkwardly or idly waiting for the class to begin.

Various groups within organizations, such as managers or salespeople, have periodic or annual meetings. Consider having a “trade fair” during these meetings. Ask participants to bring a product or an idea that’s helping them do their jobs more effectively. Along with the product, which is put on display, have them bring information on where to obtain it and how much it costs.

Use photographs as mementoes and source for follow-up letters

Photographs can provide a nice memento and a great excuse for a follow-up note when a training session is over. With the advent of smart phones it is easy to take group and individual photos during the class – including individual photos of each participant with the instructor. Follow up with participants with a link to Facebook where they can download their photos and leave comments.  This also encourages post class networking without having to supply contact info on all participants. Participants always respond positively to this inexpensive but significant gesture.

Outside experts can help add credibility, fresh ideas to courses

It is helpful to have people who don’t design, deliver, or manage training involved in the training and development process. Here’s how two organizations approach this strategy: Katie Silva, who was assistant vice president of Boatman’s Bancshares, recommends “getting your experts involved.” As course material is being developed, she has the material sent out to eight or nine people selected for their subject matter expertise and for their positions of influence in the organization. The experts review the material to make sure the course being developed is on target. Silva is then assured the program’s content is on track and has a board of advisors and subject-matter experts who help market the course and add credibility.

Amoco Research Center has established “education coordinator” positions within each operating company at its research facility in Naperville, Illinois. Those individuals coordinate and develop technical training programs of particular interest to their respective companies. Each program utilizes a committee of internal experts, usually practitioners and subject-matter experts, to determine course requirements and objectives. The coordinators are also involved with course follow-up and stay in constant contact with the classroom instructors for various courses. Many of Amoco Research’s internal programs have been successfully developed using this approach.

Design course announcements to stand apart in a mountain of mail

Evaluate whether the paper color, texture, and colored inks for the printed material sent from your department are being used to their best advantage to convey the appropriate message. Here are two ideas that may help get your literature noticed: Puts pizzazz in your communications by using a custom letterhead made up with the words “Training Bulletin” printed in purple and blue on ivory linen-textured paper.

Both the colors and the texture motivate people to take note of the bulletin, and to save it since the look and feel conveys a sense of quality and importance. For optimum visibility print course announcements on “day-glo” copy paper – chartreuse and shocking pink really stand out. Even people who get mountains of mail notice the course announcements.  These tips also apply when sending email announcements – at least with respect to color.

If you mention a break, take one

Everybody likes to take breaks, so if you mention a break take it immediately. Don’t mention a break and then wait for 30 minutes before sending them on break. You’ll only sensitize the group about the need for a break without resolving the tension by giving them one.

Remember the six T’s for proper flip charting: Touch, Turn, Talk, Tape, Tear, Tape.

• Touch the flip chart, indicating the content you are emphasizing as you talk.
• Turn away from the flip chart and make eye contact with your audience as you make the point.
• Talk to your audience, not the flip chart.
• Tape prepared flip charts so that you can move the tape down to reveal points as you are ready.
• Tear off flip charts you are finished using and
• Tape them to the wall so that you can continue to refer to them throughout the class.

Trace images on flip chart before class for more precise artwork

Here’s more proof that you don’t have to be an artist to make flip charts look professional. Projects a PowerPoint you want to use on a flip chart before your session begins. Then lightly traces the model image in pencil. During the session use a marker to draw over the traced image. You look spontaneous, and your flip charts are well-planned and clearly illustrated as a result of your preparation.

Don’t buy new color markers without testing their practicality

Just because a felt-tip marker color looks good in the box or on the marker cap it may not look good on a flip chart –or be practical in the classroom. The next time you buy a new pack of markers, put them to a test before you use them in class. Write something with yellow or another light color and view it from the back of the classroom. You may decide to stick with the darker colors. And use red with discretion – an estimated 20 percent of all adult males suffers from color blindness. As a result, red may be difficult to discern and is often viewed as a light brown or grey. Conversely, colors like teal, green, purple, black, and blue tend to be more easily seen by your audiences.

Use audio visual equipment to make participants feel welcome

Make participants feel welcome as they arrive by taking advantage of the audio visual equipment you plan to use in your session before the session starts. For example, if you’re using a flip chart, write a simple message on the first sheet of paper such as “Good morning. We’re glad you’re here. Help yourself to a cup of coffee. The class will be starting at 9:00 a.m.” If you are planning to PowerPoint in your session, the same type of information could be displayed on a slide.

True, you can have one without the other: you can learn something from someone you don’t necessarily like, and you can like someone and not pick up a scrap of wisdom in his or her classroom. The odds are, though, that you’ll learn more from someone you enjoy being with. So it makes sense to do what we can to make trainees like us. Smile sheets are the starting point for finding if we are successful at accomplishing that, and therefore are also a good indicator of whether we should have any hope our attendees will change their behaviors back on the job because of our efforts.

Being liked, however, requires more of us than just being flashy and friendly.

Participants like instructors who are available before and after class to answer questions and talk about salient points. They like instructors who use effective visuals – visuals that are not only “visual,” but are used properly – better than those who don’t use visuals at all. Participants like instructors who encourage involvement, participation, and utilization of participants’ experience better than those who use a straight lecture approach and ignore any insight participants bring to the classroom. Participants like instructors who use a variety of teaching methods more than those who use just one or two “pet” methods. Participants like instructors who have mastered their subject yet communicate it at a level appropriate to their participants’ experience and knowledge.

Holding these points as operating principles earns us higher evaluations because they make us better trainers. Being well-liked means our participants are at least on their way to learning something in our sessions and to bringing that knowledge back to their jobs. This is what “Creative Training Techniques” is all about – helping people learn faster, better, and easier while they have fun doing it.

Until next month – add value and make a difference!