Chapter 14
New Tools: Add a Twist to Your Techniques
Active learning! Participation! Involve your learners. As a training professional, you have heard these directives a hundred times and you know why the concept is emphasized over and over.
First, activities are energizing. Using them gives learners a break from just words. Activities stretch participants’ minds and relax their bodies. Activities also involve people working together. They provide an avenue to build rapport and increase knowledge retention. Activities promote learning by doing. Your participants retain knowledge better if you engage as many of their senses as possible. Activities provide you with a way to reinforce information in a variety of ways. Your training style would be pretty boring if you just stated the same things over and over in the same way, even though repetition is good. Finally, activities are motivational. Learners respond because they are actively involved. It is a pleasant way to learn.
I recently used one of the activities from this book (consider it a trial run) in one of my team-building sessions. I was so excited to try this one new idea it buoyed my attitude for the whole two days! So if training is your dream and you find that you don’t have the energy or enthusiasm you once had, perhaps you have taught the same training session one too many times. Perhaps the travel schedule or the long hours are getting you down. While you might try many remedies to help you build a more positive attitude, one that works for both you and your learners is to experiment with activities or methods you’ve never tried before.
The road-tested learning techniques shared here are all new training twists you should try. We all say that we learn from participants, but Laura Mendelow practices it with “Speedy SMEs.” Sharon Dera contributed two ideas for this chapter. “Remember Me?” is a short but powerful experiential learning activity that will help both trainers and supervisors understand why employees retain some but not all information. “Product Knowledge Scramble” could easily fit in the review chapter as well, but we have chosen to locate it here. Check out alternate uses for this activity. Lori Spangler shows you how knowledge about a topic can come from many places in “Key Ideas.”
Paul Terlemezian opens with a contradictory comment that gets immediate attention and encourages participation throughout your session with “Give Them the BlackBerries.” Kella Price offers an activity with a dual purpose: to divide participants into small groups and to learn more about them. Tina Pressley uses scenario cards in a competitive format that will add fun to your session. Lisa Haneberg has been blogging for six years and tells you how you can use blogs as a training tool. J.T. Kostman and Sandi Ruther explain two ways that you can ensure transfer of learning after your session. Both activities are creative and good ways to end your session.
Finally, Todd Whisenant shares a very interesting train-the-trainer activity.
Here are some great new ideas! Your colleagues have shared several excellent ideas. Why don’t you try something new next week! Make it fun for both you and your learners.
Overview
Everyone is both an SME and a learner in this engaging activity, with the goal of sharing the collective knowledge of the group and making new organizational connections.
Objectives
- To share information quickly on a variety of topics
- To demonstrate the value of learner participation
Audience
Twenty to sixty participants, depending on the number of topics
Time Estimate
30 to 40 minutes
Materials and Equipment
- Markers or table tent cards
- Paper for participants
- Timer or your watch
- Index cards for all participants
- Pens or pencils for participants
Area Setup
Tables in a U-shape
Preparation
Before your training session begins, select the topics for discussion. You will need about one topic for every four or five people. These topics are based on the areas of expertise of your audience so it is recommended that you know your audience ahead of time. If you don’t know your audience, you can poll them in advance and have them submit the three topic areas in which they have the greatest expertise or knowledge. Write the topic names on table tents and place them around the U-shaped table arrangement.
Process
1. As the participants enter the room, ask them to find a table with their expertise area identified on the table tent.
2. Explain to the group that there are many experts in the room (meaning the participants themselves) and often we don’t take time to learn from each other. Explain that this activity will allow them to learn from each other in a fast but meaningful way.
3. Try to evenly distribute the participants. The ideal group size is six, but you can still do the activity with two people in a group. Ask participants to move around if the groups are unevenly sized.
4. Hand out paper and pencils and ask each group to write their top best practices, resources, or models (depending on content and topic area) that relate to their topic areas. Allow 5 to 10 minutes for the activity and let the participants work in their small groups.
5. Distribute index cards to all participants and ask everyone to look around the room at the other topics on the name tents. Ask them to write one or two questions on their index cards that they would like to ask the participants in the other groups. Ask them to think about something relevant, possibly information that will help them perform their current or future work.
6. After everyone has finished, ask the participants in each group to count off by 2’s so the audience is now split into two groups—“1’s” and “2’s.”
7. Ask the “1’s” to move to the center of the room (inside the U-shape table arrangement). Explain that when the activity starts the “1’s” will refer to their index cards and will roam freely in the room and ask questions to any of the other participants (the “2’s”).
8. The “2’s” will stay at their stations as the subject-matter experts (SMEs). They will give advice or answers to the “1’s” as the “1’s” walk around the room. The “2’s” can rely on the current list of tips and best practices they just developed.
9. Start the activity and allow 7 to 10 minutes.
10. After you call time, have the groups switch. The “1’s” become the SMEs at their stations and the “2’s” walk around the room to ask questions.
11. Once the second round is over, debrief by asking the participants to share some of the new knowledge they learned.
InSider’s Tips
- Allow people to self-select as much as possible at the beginning.
- Don’t structure the roaming part of the exercise; let everyone roam around as if they were visiting booths at a conference. The less structure, the better.
- It is important to know your audience ahead of time and select topics for which you know you will have participants who are knowledgeable.
- You may wish to begin a wiki page of best practices that result from this session.
Overview
This activity reinforces several important maxims about retention, including the notion that repetition really does work.
Objectives
- To discuss ways to improve retention
- To understand why learners or employees retain information
Audience
Twenty to fifty participants
Time Estimated
15 to 20 minutes
Materials and Equipment
- One blank sheet of paper for each participant
- One pencil/pen per participant
Area Setup
Any room setup that provides writing space
Process
1. Distribute a blank sheet of paper and a pen or pencil to each participant. Ask participants to write the numbers 1 through 20 on their papers and then put their pencils down.
2. Tell participants to listen carefully as you read a list of twenty words.
3. Read the following list of words slowly and clearly, beginning with the word “pancake.” Continue reading the entire left-side column before moving on. End the list by reading the word “soccer.”
4. Ask participants to write down the words they can remember.
5. Allow 4 or 5 minutes. Ask participants to share the total number of words they listed.
6. Read the list of words again and ask the participants to double-check their lists as you read.
7. Ask participants to share the total number of words they had correct.
8. Ask participants to raise their hands if they wrote down the words “pancake” and “soccer.” Explain that pancake was the first word and soccer was the last word. Usually, first things and last things are easily remembered.
9. Ask participants to raise their hands if they wrote down the word “gifted.” Say, “Gifted was repeated three times.” Usually, things mentioned more than once are more likely to be remembered.
10. Ask participants to provide some examples of how they remembered the other words. Explain that, usually, other words are remembered by word association, an emotional attachment, or by visualizing an item.
11. Lead a summarizing discussion about what this tells us about listening and retention. Ask how participants might use this information back on the job.
InSider’s Tips
- Use sheets of blank, lined paper for ease of writing.
- The activity is based on word association, retention of information, and the theory that it takes at least twenty-one days of repeated practice to change a habit or behavior.
- You may create your own list of twenty to thirty words that are related to your group, remembering to repeat one word three times.
Overview
Participants work together to quickly match up their product knowledge under the right category in a game that uses both knowledge and action to build on job recall.
Objective
- To review or introduce content in a workshop
Audience
Ten to twenty-five participants who have completed a course, in teams of four or five
Time Estimate
15 minutes
Materials and Equipment
- One blank Header Sheet for each team (see the sample completed sheet at the end of this activity)
- One deck of Product Knowledge Cards for each team (index cards on which products and descriptors are printed)
- A bell or other noisemaker for each team
- (Optional) Small prizes
Area Setup
Any room where teams of four or five can work without disturbing one another
Preparation
Prior to the session, decide what product components you wish to review (or introduce). Create a heading page with categories and places to write information underneath them. Identify various products and some information about each product that you want participants to know and remember. Create Product Knowledge Cards, printing one product or one product descriptor on each card. Copy enough Header Sheets and decks of cards for all teams.
Process
1. Divide the participants into teams of four or five. Assign each team a designated spot and give them a noisemaker.
2. Give one Heading Sheet and one set of Product Knowledge Cards to each team. Ask participants to work as a team to put the product knowledge components on the cards under the correct headings on their sheets.
3. Tell the teams that, once they are certain of the accuracy of their sheets, to signal completion with their noisemakers.
4. Check the winning team’s work.
5. Award small prizes to team members if you wish.
InSider’s Tips
- For the financial industry, a list of product knowledge components could include the product name, code number, eligibility requirements, feature explanation, benefit explanation, and others.
- For the retail industry, a list of product knowledge components could include the product name, country of origin, UPC code, price, accessories, feature explanation, benefit explanation, and others.
- Keep an answer key available to quickly check the teams’ work.
- Although presented as a review technique, the activity could also be used as a before-and-after test, to introduce new information, to have participants place the cards during a lecturette, as an interactive group activity, or many other ways.
- It can also be used to teach other knowledge-based information that has numerous components, such as definitions and appropriate/inappropriate time to use a procedure.
Example of a Completed Sheet
Overview
Reading and highlighting ideas make this activity easy to facilitate and an effective tool for learners.
Objectives
- To determine key ideas from a variety of sources
- To expand the input of content from another source(s)
Audience
Four to ten participants
Time Estimate
20 to 30 minutes
Materials and Equipment
- One highlighter marker for each participant
- One white paper or article for each learner (they may be the same or several different articles that discuss the same topic)
- Flip chart and markers
Area Setup
Writing surfaces
Process
1. Distribute a white paper and a highlighter to each participant.
2. Ask them to read the articles and highlight key points that they want to remember or perhaps use in their conversations with clients or employees or in other situations. Allow an appropriate amount of time to complete the assignment.
3. Conduct a round-robin asking each learner to state one key point he or she has highlighted. Continue the round-robin until all ideas have been shared.
4. You may wish to post the ideas, perhaps categorizing them into appropriate groupings such as positive/negative; planning/action; pre/post; one-on-one/teams; or other categories depending on your topic.
InSider’s Tips
- The activity is simple to explain and implement.
- Learners can take their highlighted hard copies with them to review after training or to post in their offices.
Overview
Participants are asked to use their mobile devices and social networking software to check the facts you present at your session, a surprising but ultimately engaging and effective suggestion to enhance learning outcomes.
Objectives
- To engage the participants early through humor
- To set the tone for sharing relevant knowledge
Audience
From ten to one hundred or more
Time Estimate
5 to 15 minutes, depending on discussion
Materials and Equipment
- None
Area Setup
Any room or activity area
Process
1. At the beginning of any session, ask whether anyone has a laptop, BlackBerry, iPhone, or other communication device. Pause long enough for the participants to reach for their communication devices.
2. Likely the participants will begin to turn them off or check the sound level of their mobile devices, but surprise everyone and say, “If so, please turn them on and feel free to use them during this presentation.” Pause again.
3. This time pause long enough for the participants to react and do a double-take.
4. Ask the participants why they think you asked them to turn the devices on. Be prepared for surprise responses and the wise cracks that may follow. Laugh with them.
5. Encourage participants to research and validate or find contrary facts to anything you say during your session. Explain the importance of accurate information in the moment and your sincere appreciation and expectation that they will speak up if they find relevant information on their devices.
InSider’s Tips
- This is an effective exercise for use with an audience of managers, executives, trainers, or others who must communicate effectively.
- If possible set up a website page using your preferred social networking software and a twitter tag for their use. Keep these applications open on your laptop or desktop computer during the session and track the activity when you have the opportunity or have an assistant follow the activity for you.
- Design your presentation with the assumption that people have access to immediate verification and communication with others outside the classroom.
Overview
Participants answer questions about a selected topic related to their training experience or needs as a way to divide themselves into groups for further group activities.
Objectives
- To separate participants into smaller groups
- To learn about participants’ interests
Audience
Groups of twenty or fewer
Time Estimate
5 minutes; larger groups may require more time
Materials and Equipment
- None
Area Setup
Any room or activity area
Process
1. Tell participants they will work in small groups based on the answers they give to a question you will pose.
2. Ask the participants a question related to the topic of your session. You can give them a multiple-choice question or allow participants to explain their answers freestyle. Examples of questions include:
- What did you want to learn from this session?
- What do you think is the greatest listening obstacle?
- What is your biggest training challenge in the workplace today?
- What is the most critical skill in your workplace for employee success?
3. Provide an example by answering one of the questions yourself from your perspective.
4. Next, ask each participant to respond. Divide the participants into groups based on their responses to your question. Ask those who responded in the same way to go to a specific location in the room.
5. When everyone is in a group, assign the task of your choice.
InSider’s Tips
- This works well in small groups (under twenty) when you want to have a pleasant way for people to get to know each other. It can also be an energizer.
- If the goal of the activity is to confirm that participants are all different, but can identify commonalities, recap this point at the conclusion of the activity.
- If the goal was to identify different individuals to gain different perspectives on specific content, recap the group “identifier” and their viewpoint at the conclusion of the activity.
Overview
Groups of players discuss good solutions to problem scenarios and compete to win based on scoring of familiar card games.
Objectives
- To discuss potential solutions for dealing with real situations
- To provide an opportunity to practice skills presented in the training session
Audience
Best for groups between ten and eighteen divided into two teams; with more than eighteen, teams of six to eight
Time Estimate
30 to 60 minutes, depending on the length of discussion
Materials and Equipment
- One deck of playing cards for scoring
- One set of ten or more Scenario Cards prepared with the scenarios on one side and numbered one through ten on the other
- Painter’s tape
- (Optional) Prizes for the winning team
Area Setup
A room or space large enough for the teams to work together
Preparation
Before the session, create the Scenario Cards. Identify ten or more scenarios that describe difficult situations or challenges participants face on the job that are related to the training session topic. These scenarios might be dealing with difficult customers for a customer service class or addressing challenging employees for a supervisory class.
An example might be a scenario in which a customer is making unreasonable demands. You might offer this scenario: “A customer purchased a sofa and wants you to load it in the car. When you get to the car you see that the sofa is too large for the vehicle. She insists you put it in the car anyway.”
Write the scenarios on one side of an index card, one per card. Follow the scenario with the words, “How are you going to deal with it?” Number the Scenario Cards on the other side with large numbers, 1 through 10 (or however many scenarios you have).
Post these cards on a wall or whiteboard or flip chart with the painter’s tape so that the numerals are facing out.
Process
1. Introduce the activity by stating that you can never predict what situation you might face when dealing with customers (employees, people, or others). Emphasize that the activity is designed to help the participants be ready with anything by practicing essential knowledge and skills they have learned during the training session.
2. Divide the participants into teams, and assign them a location in the room (standing or sitting). Ask one team to start by selecting a scenario by number from the wall.
3. Read the card to the teams. Let them know they have 30 seconds to come up with an answer. Say that each team must share its answer with the entire group. The answer is then open for discussion by the other team(s) as well. If the entire group can agree that the answer is correct, the team draws a card from the deck of playing cards. Note: Take care that the discussion does not go on too long. If it is obvious that the other team is just being difficult and does not want to agree that the response was correct or adequate, step in and make a judgment call.
4. Repeat this process until all the scenarios have been assessed.
5. Ask the teams to examine their playing cards and show their best hands. You can decide to score by the total point value or use the rules of familiar games such as 21, poker, or blackjack, with the best hand winning the game. Lead applause for everyone in the activity.
InSider’s Tips
- The activity is appropriate for anyone who needs to explore solutions to situations in customer service, safety, values, supervisory skills, or other similar topics.
- The activity works best when you have identified difficult, but real situations, ones they will actually face on the job.
- Participants like to be able to see the numbers from where they sit, so post the Scenario Cards where everyone can see them.
- You can adjust the rules. For example, if you think the answer is too short or incomplete, you may ask the other team to respond. Award the correct response as appropriate.
Overview
Participants revise a blog specific to your training topic and gain new perspectives about their jobs, colleagues, or themselves while encouraging creativity.
Objectives
- To expose participants to different perspectives
- To increase sharing of new and fresh ideas among peers
Audience
As many groups of three to six participants as desired
Time Estimate
35 minutes
Materials and Equipment
- Collect provocative blog posts that address your desired training topic, one per group
- One RE-Blog Worksheet for each participant
- Pens or pencils
Area Setup
An area with tables for participants to sit in groups of three to six and write on the worksheets. Provide clipboards if tables are not available.
Preparation
Search for blog posts that relate to or address the topic covered in your training session. If you have a blog and a post that is appropriate, use this resource. Note: A good place to start your search is an Internet tool such as SocialMention.com or Technorati.com. Print out the blog and make enough copies for each participant.
Process
1. Ask participants to form small groups of three to six, preferably mixed so that participants get to know those with whom they work less often.
2. Pass out a RE-Blog Worksheet and pens or pencils to participants. Review the instructions at the top of the worksheet.
3. Tell the group they have 25 minutes to create their re-blog post. Provide a countdown warning when 10 and 5 minutes remain.
4. Ask each group to present its re-blog post and then facilitate a brief discussion of each presentation (3 to 5 minutes each). Questions you might use include:
- What’s different about the re-blog?
- Why is this difference important?
- What new idea did you hear?
- What are you taking away from this discussion?
InSider’s Tips
- Let participants know that they do not need to agree with what the blog post they have been given says. In fact, it can be even more interesting when their re-blog post rebuts the original!
- You might need to give a quick primer on what a blog post is, depending on your audience.
- The idea is to spark interest and new thinking and then have each group teach their peers.
- If you have a vehicle for this, offer to help them post and share the re-blog posts.
RE-Blog Worksheet
Instructions: Your team will be given a thought-provoking blog post to read and discuss among yourselves. Your assignment is to imagine that you are writing another blog post to capture the team’s discussion of this post and topic. Write your “re-blog” post below and be ready to share it with the larger group. Your re-blog post should be no more than three paragraphs in length. Feel free to use bullets and diagrams in your post. You will have a total of 25 minutes to read and discuss the blog post and write your team’s re-blog post (for example, take 5 minutes to read the post, 10 minutes to discuss the post within your team, and 10 minutes to work as a team creating your re-blog post).
Re-Blog Post Title: __________________________________________
Re-Blog Post Body:
Overview
Email is used to connect participants as a support group to monitor their promises to put into practice what they have learned in training.
Objectives
- To put lessons learned in the classroom into real-world practice
- To use the power of the group to recognize, reward, and reinforce individual improvement
Audience
Five to twenty is ideal, but any size will work
Time Estimate
20 to 30 minutes for a group of twenty
Materials and Equipment
- Flip chart
- Markers
Area Setup
None required
Process
1. Toward the end of your training session, ask participants whether they have learned anything they might be able to use to improve their performance on the job. When they (inevitably) say they have, ask for one volunteer to share something he or she will do differently within the next few days/weeks and by what date, based on what he or she has learned. Post the person’s name and what he or she will do differently on the flip chart.
2. Congratulate the person heartily (leading the group in a little applause doesn’t hurt). Ask who in the room he or she will email to report progress and success.
3. Move to the email recipient and ask what that person will do differently as a result of what he or she has learned and by what date. Post the person’s name and what he or she will do differently on the flip chart. Congratulate the person and state, “Once you receive your colleague’s email, add your own accomplishment to it and forward it to someone else in the group. To whom would you like to forward your email to report your success?”
4. Continue this same process until everyone in the room has committed to an action and a date by when they will report having accomplished their goals. Tell them that they are going to create a success chain.
5. Ask the last person to email you. Even better, the last person could email the organizational champion for the training event.
InSider’s Tips
- This quick reminder helps to ensure effective transfer of learning. It also proves, once and for all, that your training has an impact on real-world performance.
- By the time the process reaches the last person in the line, you will have created a success chain of real-world wins that will not only put learning into action, but also prove to the organization that training is being put into practice. Ask to be copied on the final email so you can collect a record of all the organizational successes, innovations, and cost-savings your courses have contributed.
- Ask a senior-level executive to get involved. Copy him or her on the final link in the chain. This allows the person to send congratulations to everyone who participated.
- This activity tends to work for the same reason Weight Watchers, Alcoholics Anonymous, and other support groups work. People who make a public declaration of their intentions are much more likely to succeed than those who simply resolve to meet a goal. By committing to be a single link in the chain, everyone in the chain is counting on everyone else to fulfill their commitments.
- You may wish to hand out skeleton keys or some such token to each person as he or she makes a commitment as a reminder that this step is the key to success of his or her commitment. You can purchase them from any home improvement store for $1 each.
- Want to ratchet it up a notch? Once the process has been successfully completed, have the organization’s change champion issue a challenge to see whether everyone can take it to the next level. The person can start the process again in the reverse order, or use the same technique with his or her own reports.
Overview
This simple activity connects commitments to those willing to help accomplish them.
Objective
- Enable participants to take immediate steps to implement actions toward their goals
Audience
Twenty to forty participants
Time Estimate
15 to 30 minutes, depending on group size
Materials and Equipment
- Index cards or quarter sheets of paper for all participants
- Pen or pencil for each participant
- Basket
Area Setup
Any setup, but for larger group, a center aisle makes it easier
Process
1. Near the end of a training program or event, explain that taking action is critical to achieving a goal.
2. Give out index cards and pens or pencils and invite participants to spend a few minutes writing down one action that they can commit to take immediately (within the next 24 to 48 hours) to move toward their goal.
3. Have participants write their names, phone numbers, and email addresses on the cards. Collect the cards.
4. Explain that sometimes work and life get in the way of living up to the commitments toward action made during training. Tell the participants that this activity will remind them of their intended actions.
5. Explain that you will read the actions from the cards one at a time, but not the names of the people who wrote them. If there are individuals who can help someone make that action happen, those people should raise their hands. Tell these volunteers that their job will be to call and/or support the individual who made the commitment.
6. Hand the index card to the first person who responds that he or she can help.
7. Repeat until all of the cards have been handed out.
8. Instruct the participants to contact the people to whom they offered help. Encourage the participants to connect with each other before leaving the training session or call or email within the next 24 hours to initiate the process.
InSider’s Tips
- Suggest participants write down just one action. More than one complicates the activity.
- Encourage participants to help each other.
- Make sure everyone writes his or her contact information on the index card.
- Don’t force participants; maintain a safe environment.
Overview
This activity might be called a “Tale of Two Training Rooms” since the lessons learned about classroom preparation are examined in a graphic (but entertaining) way.
Objective
- To demonstrate appropriate room preparation for a training session
Audience
Ten to twenty-five participants in a train-the-trainer session
Time Estimate
30 minutes, depending on class size and logistics
Materials and Equipment
- “Clean” trash (trash created—not trash from trash can), such as empty soda cans, used coffee cups, napkins, and class materials
- Tent cards
- Audiovisual equipment as needed
Area Setup
Two training rooms, preferably not next to each other. One room is the one that the trainees have been instructed to go to for the session. This room is “trashed.” The second room is meticulous with everything in place and prepared for the training session.
Preparation
If possible, prepare the two training rooms the night before. Get housekeeping or the janitor’s assistance, asking them to ensure that they do not clean the “dirty” classroom. If you cannot set up the night before, arrive at least 90 minutes early to prep both rooms. Begin to prepare the “clean” room first, since you do not want participants to catch you before your grand entry.
Keep the two rooms apart, preferably out of sight of each other. If necessary, place signage directing participants to the “dirty” room and perhaps place a sign in front of the “clean” room that says: “Do Not Enter—Testing in Progress.”
In the “dirty” room “prepare” it as if another group has just used the room, but no one bothered to clean up afterward. Tables and chairs are in disarray. Leave trash such as napkins, crumpled paper, empty soda cans, and used coffee cups on the tables and floor. Leave (or create) notes (not from your training program) on the dry erase board and flip charts. Leave partial, old refreshments on the tables such as stale food, beverage pitchers, melted ice, used plates, or other appropriate trash you create.
The second room should be set with meticulous care with everything in its place. Tables and chairs are properly positioned and clean. All training materials are neatly placed at each seat along with tent cards, pens, and any other materials. The dry erase board should be clean; the flip-chart pad should be fresh; the LCD projector should be on and the first slide already showing. Appropriate refreshments should be displayed in neat orderly fashion; drinks should be at the appropriate temperature; and plenty of ice should be available. The instructor’s table is fully prepared and ready for instruction.
Process
1. Do not enter the “dirty” room until 10 minutes after the start time of the training session. A bit of theatrics is needed at this point. Your appearance should be disheveled, with a sense of being rushed, carrying (fake) class materials that appear to be ready to fall out your arms at any moment.
2. Rush into the room, not noting how bad it looks, but simply apologize for being late. As the materials fall onto the front table, look around to see the room and how bad everything is. Begin to apologize for the condition of the room and then excuse yourself and tell participants that you are going to speak to someone about the room situation. Leave the room for 3 or 4 minutes.
3. Return, apologize again for the room, and then announce the class will move to a cleaner room. State the new room location and lead the group to the second room.
4. Greet each participant as he or she enters the “clean” room. Allow everyone time to take in the new environment. Ask, “What do you think happened here?” After the laugher diminishes, debrief on the differences in the rooms using some of these questions:
- How did you feel in the first room? In the second room? Why?
- What details did you notice in the second room that you need to emulate in your own training?
- How important are first impressions of a training room?
- Although the setup was slightly exaggerated, why might a room not look its best for a training session? How can you prevent that from happening?
- How does the ambiance of a room affect the participants?
- What’s your greatest take-away from this experience?
- What will you add to your training setup list in the future?
5. Comment on any additional ideas regarding the correct way to set a training room, noting various elements and how they affect participant learning.
InSider’s Tips
- Trainees may be in disbelief regarding the first room and may try to find another room. You may need to have an assistant (or perhaps security) explain that this is the correct room.
- DO stay hidden (probably in the “clean” room). The entire exercise could be ruined if your presence is known before your entrance into the “dirty” room.
- Many of the participants will no doubt realize what has taken place once they enter the “clean” room. Take note of their body language and facial expressions in both rooms so that you can describe them during the debriefing step.
- Emphasize that the condition and preparedness of the room sets the tone for the learning environment, regardless of the training budget.
- Have fun with the exercise!
1Laura Mendelow has a master’s degree in organization development, certificate in instructional systems design, and has extensive experience with experiential education techniques. She has been active in the learning industry since 1994 and joined Booz Allen Hamilton in 2002, where she now oversees the OD and coaching programs within learning and development. Outside of Booz Allen, Laura leads the American Society for Training and Development OD special interest group for the D.C. Metro chapter and also provides “time out” group coaching sessions for parents dealing with spirited children to help them reframe and reconnect with their children.
Laura Mendelow
16200 Kimberly Grove Road
Gaithersburg, MD 20878
(301) 325.5123
Email: Laura. [email protected]
ASTD Chapter: Metro Washington, D.C.
2Sharon Dera, CPLP, has more than seventeen years of experience in needs assessment, human performance, process improvement, and organization development. Her broad experience was acquired by working in the retail, finance, healthcare, government, manufacturing, hospitality, and travel industries in operations, business management, customer service, sales, communications, marketing, succession planning, leadership, coaching, and training. Sharon is owner and CEO of The Proficience Group, Inc., working in partnership with organizations to identify the root cause of performance deficiencies and determine the best solutions/interventions that close performance gaps. The company lends a “fresh set of eyes,” exposing possible blind spots. Sharon is currently serving on the National ASTD Chapter Recognition Committee. She earned an MBA from the University of Dallas.
Sharon Dera, CPLP
8948 Random Road
Fort Worth, TX 76179
(817) 236.7594
Email: [email protected]
Website: www.proficiencegroup.com
ASTD Chapter: Fort Worth Mid-Cities
3Sharon Dera, CPLP, has more than seventeen years of experience in needs assessment, human performance, process improvement, and organization development. Her broad experience was acquired by working in the retail, finance, healthcare, government, manufacturing, hospitality, and travel industries in operations, business management, customer service, sales, communications, marketing, succession planning, leadership, coaching, and training. Sharon is owner and CEO of The Proficience Group, Inc., working in partnership with organizations to identify the root cause of performance deficiencies and determine the best solutions/interventions that close performance gaps. The company lends a “fresh set of eyes,” exposing possible blind spots. Sharon is currently serving on the National ASTD Chapter Recognition Committee. She earned an MBA from the University of Dallas.
Sharon Dera, CPLP
8948 Random Road
Fort Worth, TX 76179
(817) 236.7594
Email: [email protected]
Website: www.proficiencegroup.com
ASTD Chapter: Fort Worth Mid-Cities
4Lori Spangler is a lead performance consultant at Deluxe Corporation, where she works with a remote sales force, consulting, assessing, and implementing sales training strategies. Lori loves to facilitate training when she can adjust “on the fly” to meet the needs of her learners, either in person or online. In addition to being certified in SPIN Selling, Strategic Selling, and IMPAX Strategic Account Sales, she holds master of arts degrees in adult education and communication.
Lori Spangler
205 Primrose Court
Vadnais Heights, MN 55127
(651) 483.1172
Email: [email protected]
ASTD Chapter: Twin Cities
5Paul Terlemezian retired after a successful career in technology and training with a focus on customer training and business development. In June of 2003, Paul came out of retirement to start iFive Alliances. In addition to developing revenue-producing alliances, iFive Alliances provides consulting services, go-to-market strategies, and keynote speeches on the future of learning as a business. Paul serves on the board of several organizations and founded the TAG (Technology Association of Georgia) Workplace Learning Society, which has a focus on the effective combination of technology and learning in the workplace.
Paul Terlemezian
125 Laurian Way
Atlanta, GA 30328
(404) 252.8330
Email: [email protected]
Website: http://ifivealliances.ning.com
ASTD Chapter: Greater Atlanta
6Kella B. Price, CPLP, has thirteen years of experience in training and development and talent-management functions. As CEO of Price Consulting Group, she is a trainer and facilitator. Kella has designed training and development tools and published content on diversity, expatriates, stress management, job satisfaction, employee turnover, and virtual training.
Kella B. Price, CPLP
10579 E. 37th Place
Yuma, AZ 85365
(928) 276.3009 or (252) 622.8119
Email: [email protected]
Website: www.thepriceconsultinggroup.com
ASTD Chapter: San Diego
7Tina Pressley is an active board member of her local ASTD chapter as the marketing and communications vice president. Tina is a graduate of the University of South Carolina with a B.S. in business/marketing and a minor in computer science. She is the director of training and development at Goodwill Industries Upstate/Midlands South Carolina. Her past experience includes training in retail, communication, motivation, sales, leadership, management, and team building. Tina and her husband are long-term residents of South Carolina and make Fountain Inn their home with their two children, Kita and Zane. Tina loves exercise, reading, developing new training ideas, and working for Goodwill. Tina is also an active community leader in youth sports. She and her husband volunteer as basketball, baseball, football, and volleyball coaches. She is a member of the PTA and president of the Music Booster Club at her son’s school.
Tina Pressley
115 Haywood Road
Greenville, SC 29607
(864) 351.0124
Email: [email protected]
Website: goodwillsc.org
ASTD Chapter: Upstate South Carolina
8Lisa Haneberg is a thought leader, consultant, and speaker in the areas of leadership, management, and organization development. She has written thirteen books and has been blogging about management for six years at www.managementcraft.com.
Lisa Haneberg
3063 Portsmouth Avenue
Cincinnati, OH 45208
ASTD Chapter: Greater Cincinnati
9J.T. Kostman, Ph.D., has advised senior-level executives in organizations ranging from the federal government to the Fortune 500 on the development of effective organizational transformation, leadership development, and performance improvement solutions. He is a consultant, coach, and professor. J.T. has a Ph.D. in industrial and organizational psychology, which he earned after a distinguished career as a paramedic, police officer, deep-sea rescue diver, and team leader of an elite scout/sniper reconnaissance team with the U.S. Army. He lives in New York and D.C., where he consults primarily to the defense and intelligence communities.
J.T. Kostman, Ph.D.
313 Wills Avenue
Stanhope, NJ 07874
(703) 403.2555
Email: [email protected]
Website: www.LSRalliance.com
ASTD Chapter: Metro Washington, D.C.
10Sandi Ruther is the founder and principal of ProGold Consulting, LLC, a successful documentation, training, and consulting firm whose mission is to help businesses improve employee morale, operational efficiency, and business profitability by aligning people, processes, and systems. Bringing more than eighteen years of experience in business process optimization, internal auditing, technical writing, technical and business skills training, facilitating, and consulting, ProGold Consulting, LLC, helps clients eliminate organizational roadblocks and implement cost-effective solutions. Sandi is also an expert communicator, delivering dynamic and persuasive keynotes and seminars on the topic “Polished, Not Perfect! A New Definition of Success.”
Sandi Ruther
P.O. Box 632156
Highlands Ranch, CO 80163–2156
(303) 593.0025
Email: [email protected]
Website: www.progoldconsulting.com
ASTD Chapter: Rocky Mountain
11Todd Whisenant is the director of human resources for the U.S. Information Technology Group for Campus Crusade for Christ, Inc. He has over twenty years of workplace learning and performance experience, working with several Fortune 500 and nonprofit organizations. His personal experience spans the cable, telecommunication, automotive, financial, retail, photographic marketing, and nonprofit industries. Todd’s areas of expertise include customer service, leadership, performance improvement, team building, hiring and retaining, recognition programs, dealing with generations, and communication. Todd has a bachelor’s degree in management from the University of Alabama and is certified in human performance improvement and is a certified DDI and AchieveGlobal facilitator. Todd is member of the Central Florida chapter of ASTD and has served as the vice president for communication and president.
Todd Whisenant
3521 Diamond Leaf Lane
Oviedo, FL 32766
(407) 977.8994
Email: [email protected]
ASTD Chapter: Central Florida