MORE OF PLATFORM SKILLS: The 12 Bad Habits of Facilitators - Look Out and rectify!

Many-a-times, unconsciously, we do a lot of damage to our training programmes. There are 12 bad habits that haunt trainers/facilitators. Almost all of these problems can be improved significantly. While training, look for signs of these bad habits and consciously work on them.

1. Proverbial “Fig-Leaf” pose
   
2. Excessive floor pacing - back and forth
3. Rocking front-to-back or side-to-side, like a pendulum.
   
4. Standing rigidly in one place
   
5. Hands in your pocket
   
6. Playing with your hair (usually in women, however, even male trainers are prone to exhibit this)
   
7. Playing with objects (white board markers, etc.)
   
8. Not looking at the audience or speaking with your head down or bowed
   
9. Frowning
   
10. Locking hands together or twiddling thumbs
    
11. Tapping your fingers
    
12. Pushing up your glasses

“Transitions” – Use them religiously and bore your participants to death!

As far as I can remember, way back in the past, my “Master Trainers” told me -
"After one module is completed, the trainer recaps/ summarizes key points made and then makes a few statements that smoothly connect to the next module and moves the discussion as smoothly as possible from one module to the next module. This is called 'transition'. As an aspiring trainer, you must religiously follow this rule. This is sacrosanct."


Do you remember your trips to Essel World or any other amusement park? What did you find more interesting – the big roller coaster ride or the lazy river? Roller Coaster with its sharp turns, bends and speed is exciting!. Try making your transition lines a roller coaster ride for your participants! Experiment different transitions with different audiences. You can even try humor in transition lines. Sometimes, you can even try the conventional “lazy river” way.

All I say is, experiment new approaches in training………….. Its exciting!. DARE TO BE DIFFERENT and be Good at it!

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Death by e-learning!

I recently had a chance to view many e-learning modules of a large organisation in India. This organisation prides itself in being one of the forerunners of e-learning in the country. After the first module, I felt sick. More I ventured into their e-learning modules, sicker I felt.

All the modules were standard page-turners. The modules were terrible, at best - shoddily written volumes of text. There was too much of text, flow-charts and graphs on each slide and too many slides per module. There were captivate based modules where the learner was never informed why or when would they require that particular skill! I just wonder why each of these modules was not sent out as a 10-15 page text note typed in 8 point size for participants to read (and commit suicide!). They could have sent it out as “pdf” files and saved time and money.

E-learning, as per oganisations like this company means lots of text, flow charts and fancy graphs dished out through electronic media. It is no wonder that such organisations have very low e-learning completion rates (as compared to start-rates). Actually, it is only “e” without the “learning”. The only “being” that was not taken into consideration while creating these e-learning modules is the poor learner!

E-learning must be designed outside-in, that is, learner experience is of utmost importance. Adult learning principles must be adhered. E-learning has a big “learning” attached to the”e”. In addition, there is the good old reliable workhorse, “instructional design” that guides “learning”. There are some variations in e-learning though - sequential ADDIE process (Analyze, Design, Develop, Implement, and Evaluate) is modified. Develop and Implement stages are consolidated into one “Build” stage, since in e-learning, implementation and development are iterative steps. You can also try rapid prototyping (for one small piece of a larger e-learning intervention) by designing and developing at the same time and making immediate changes as you get feedback.

Above all, in e-learning, there is nothing above creativity. You should experiment with new creative ways of engaging the learner.

The 7 Deadly Sins of Poor Facilitation – Commit them at your own risk!

1. Failing to establish rapport with the participants, early on in the workshop

First impressions do count. The way you introduce yourself and the tone that you set as you begin the workshop, will either engage participants or have them tuned out.

2. Improper pacing

It gives a great feeling to participants and to the trainer when information is presented in a variety of ways with a smooth pacing, so that everything flows and the workshop begins and ends on time, as promised.

3. Poorly designed handouts

A well designed handout allows facilitator to share just the right amount of information – and also can lend itself to an opportunity for follow up.

4. Get caught up in tangents, get off track and lose focus of the workshop

When a facilitator gets caught up in questions and concerns of the participants and doesn’t bring the workshop back to focus, the facilitator loses credibility.

5. Making the topic too broad or too narrow and not meeting needs of the participants

With a foolproof system of ‘just the right’ amount of material, you can deliver a clear message and have participants wanting more by following up.

6. Poor organization and not being prepared for last minute, unexpected problems

With a properly designed workshop outline, extra supplies on hand, a proven system for keeping track of time and a complete checklist, you can present a professional workshop that just cannot go off track.

7. Not including individualized attention when an opportunity presents itself

Individualized attention is an excellent way to connect with your audience and the facilitator should make maximum of this opportunity to connect with individual participants and address their concerns, while ensuring remaining participants do not lose interest.

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Few Unusual/ Usual Trainer Tips that work!

If your mouth gets dry
- Drink room-temperature or warm water (with lemon, if available).

- Don't drink milk products, soda, alcoholic beverages, caffeine or sugar.


- Lightly coat your teeth with Vaseline -- it keeps your lips from sticking to your teeth.

If you tend to sweat under pressure
Apply talcum powder to hands and body before a training programme.


If your heart is pounding
Take a few deep breaths

When you find your audience seems to have cut-off from the programme
It is time to allow a break. Immediately after the break get participants busy into an energizer activity.

You ask a question to the participants and there is a pin-drop silence!
Many trainers find it difficult to handle silence. They have a tendency to immediately jump in with an answer. After some time this leads to a “download” session. Don’t be afraid of silence - sometimes participants are just thinking and need a little time. As a trainer, you should learn to handle silence. Pause before answering a question or rephrasing it.

You tell a joke and it falls flat on its face!
Have a ready line, well rehearsed, to save the day! You may decide to even have a few options ready for such times!

Your line could be as simple as, ““Oh, I don’t know why I tell jokes, I’m just terrible at it”? … look at your participants, pause, smile and just move on

Or it could be a simple “……….. a… ha……….”



You are facilitating a training session on "Grooming". You are caught wearing socks of colour lighter than that of your trousers!

Say something like, "You see, I had to make a lot of effort this morning to find this colour of socks. I wanted to show you a perfect example of bad grooming!"

A Bit of Platform Skills – don’t listen to so called “experts”, develop your very own style and be good at it!

Should you, as a trainer, laugh or not laugh at your jokes and stories

Many so called experts, especially Master Trainers in Train-the-Trainer programmes, tell you to strictly follow their style. This, they say, is the ultimate approach. The problem is that these “experts” went to just one Train-the-Trainer programme in their life. They picked up every detail that their “Master” dished out of his/her magic bag. For the rest of their life as trainers they have used only that method.

For example, some of these so called "experts" say that you should not laugh at your own jokes and stories during a training programme. What I suggest is that you should develop your style. Some of you may like the idea of not laughing at your own jokes and stories. Well that’s your style – great for you!

My style is different. I like to enjoy humor with my participants. I believe that laughter is a universal language that helps me to connect with my audience. Sometimes I may also use laughter to inform participants its time to laugh and lighten the climate (its almost like holding an “Applause” sign board). I believe, laughter is contagious, you laugh and your participants laugh with you. Well, that's my style!

You may want to develop a different style – entirely your own. Great, go ahead!

If you are a Master Trainer, you should encourage new trainers to develop their style. You should use your experience and knowledge to help them achieve their best performance. “CELEBRATE DIFFERENCES” is the key.

Are your internal/external training customers asking you to deliver ‘Training Outcomes’ in ‘Business Outcome Terms’

I know, many training managers are already crying foul and yelling in their minds, “Training Results Cannot Be Measured”. Yet, I suggest that you continue reading.

In most cases, current Training Methodology is:

STEP-1 : Our regular Instructional Design based approach in defining Learning Objectives is to state objectives as ………………. On successful completion of this module, the participant will be in a position to ……………(for example)…… , “Demonstrate methodology of Greeting, Listening and Acknowledging Customers” or “Demonstrate how to eliminate doubts that arise in the minds of customers and propose a solution to their query” or “Demonstrate Selling Skills learnt successfully through role plays”.
STEP-2: Develop training materials as per design
STEP-3: Implement/Execute training intervention
STEP-4: PRAY TO GOD. EXPECT A MIRACLE TO HAPPEN!
STEP-5: A Ha! – Results achieved................ Or is it?
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The days partying for training people seems to be over. Every organisation, however high on profitability, has multiple uses of money it can invest. Customers, at least the big spenders are asking ‘value for their training money’ translated into ‘Business Outcome’ terms. From a customer’s perspective, they want to know how, by achieving the stated Learning Objectives, it contributes to the way in which their company creates value. Customers want to know -

1. What benefit will this training programme have for my company?
2. How will this training programme result in performance improvement for the participants / organization?
3. What are the training effectiveness measurement parameters?
4. What is the methodology for measurement of these parameters?
5. What is the total Cost-to-Company (include all costs including opportunity costs)?
   

Firstly, let us understand what “in business terms” means? Its meaning is not limited to money terms. It means more than money. “in business terms,” means “verifiable outcomes that are relevant to business”. Suggested methodology -

1. Create complete intervention plan with timelines, including, instructor led training, e-learning, coaching by supervisor, self-paced learning, assessments, etc.
2. Link intervention objectives to business needs. Respective line manager of the customer needs to define business needs.
3. Have customer agree on definition of success for the complete intervention and for each of its components (milestones). “Customer” here means the respective line manager of the customer and not HR manager (flout this rule only if the intervention is for HR personnel).
4. Define what participants will do differently and better after successfully participating in each of the components of the intervention.
5. Secure effective management support for implementation of the intervention.

Of course there real-life roadblocks to be overcome in this endeavor. And….. this exercise costs money. Both customer and training vendor should sit across the table and take informed decisions as to the extent of Business Outcome measurement to be done for a particular intervention. A prudent way is to consider only those business needs that are high on the priority ladder and that too, a manageable number. Say 2 or 3 max. In many cases, the training programme will address only one business need.

As a rule of thumb, larger the number of participants for a particular programme, lower is the per participant cost (I feel like saying, “What an idea, Sirji!”).

Use Word Search Puzzle in your training programme review sessions

After a module/session, hand out a Word Search Puzzle quiz to each participant. Wait an appropriate amount of time for participants to complete the puzzle. The amount of time allowed will vary depending on the group’s education level and complexity of the puzzle. Consider giving a prize to the first correctly completed puzzle. To ensure participation or if you have a mixed group, you may want to have participants complete this activity in groups or pairs.

What is it?
A word search, word find, word seek, word sleuth or mystery word puzzle is a word game that is letters of a word in a grid, that usually has a rectangular shape. The object of the game is to find and mark all of the words hidden in the grid. The words may have been placed horizontally, vertically or diagonally. They may have been written backwards or not. Often a list of the hidden words is provided, but more challenging puzzles may let the player figure them out. Many word search puzzles have a theme to which all the hidden words are related.

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Word Search Puzzle Templates
1. You can create a simple template on MS-Excel. If you require a readymade MS-Excel template, I can email it to you. Send me an email on: trainersnetwork123@gmail.com

Debriefing a Training Game / Activity? – Get a few tips here

“Debriefing is extremely important”- most experienced trainers tell us. But very few of these trainers explain - Why debriefing is important? or What it involves? or How to Debrief?
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What is “Debriefing a Training Game/Activity”?
Debriefing is the facilitation of learning from an experience, example, training game, activity, video, assessment questionnaire, etc. Debriefing is used to assist learning. During a Debrief session, participants are fully engaged in the learning process and have influence over its direction. The participants re-live the experience being processed and is communicated through words.
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Role of a Trainer in a “Debriefing” session
A Trainer performs the role of a facilitator who ‘guides’ the participants through the learning journey. As a Trainer, you should have a complete sequence of questions that create a suitable flow and direction for learning to happen. Sequence and Flow is the key to a Debriefing session. I know many experienced trainers in the domain of Experiential Learning have a ready list of questions for every game that they have rehearsed over-and-over again. However, managing the Debriefing session on the floor, requires skill.

1. Have clearly defined objectives (the end state) for a debriefing session.
2. Have a starting point - start with ‘Action Replay’. Ask one participant to narrate the experience. Invite other participants to build on to the details.
3. Catch ‘Ripples in the pond’ – invite participants to discuss their learning from experiences and build-up on the ideas.
4. Ask participants to relate to the learning to past, present and future perspectives on their job.
5. Participants learning from positive experience as well as from mistakes. Encourage participants to re-live the positive and negative experiences, while building on the learning. However, encourage participants to take the learning from a negative experience but leave the experience behind.
6. In the end of a debriefing session, connect the learning to a bigger world.
7. Avoid a situation of ‘Paralysis by Analysis’ – the key is to derive the learning and not go into the nitty-gritty of analysis.
8. Avoid post-mortems – they produce negative energy that is draining.

Use Crossword Puzzle in your training programme review sessions

After a training module, hand out a crossword puzzle quiz to each participant. Wait an appropriate amount of time for participants to complete the puzzle. The amount of time allowed will vary depending on the group’s education level and complexity of the puzzle. Consider giving a prize to the first correctly completed puzzle. To ensure participation or if you have a mixed group, you may want to have participants complete this activity in groups or pairs.

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Variation

As a variation, you may play it as a "buzzer game" by giving clues one-by-one and throwing it open to the teams to participate. The team that responds first gets the first chance to give the answer. Team that gives the correct answer gains positive points, whereas, incorrect answer attracts negative points.

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What is a Crossword Puzzle?
A crossword is a word puzzle that normally takes the form of a square or rectangular grid of black and white squares. The goal is to fill the white squares with letters, forming words or phrases, by solving clues which lead to the answers. In languages which are written left-to-right, the answer words and phrases are placed in the grid from left to right and from top to bottom. The black squares are used to separate the words or phrases.

Squares in which answers begin are usually numbered. The clues are then referred to by these numbers and a direction, for example, "4-Across" or "20-Down". At the end of the clue the total number of letters is sometimes given, depending on the style of puzzle and country of publication.

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Crossword Puzzle Templates

1. You can create a simple template on MS-Excel. If you require a readymade MS-Excel template, I can email it to you. Send me an email on: trainersnetwork123@gmail.com

2. Alternatively, you can buy a low cost software. I bought a CD of one such software - Crossword Designer, from a super store for Rs 100/-.

A Trainer's Methodology for conducting a Training Game/Activity

1. Attracting and Intriguing - First, we grab the learner's attention with sounds, visuals, power openings, game boards, etc (Learner’s response - "Hey…I'm interested in learning.").

2. Jump-Starting - Next, we give participants just enough information to get the experience started (Learner’s response - "OK, I'm ready to learn.").

3. Brain-churning = Learning - Guided small-team activities get learners thinking, doing, analyzing and questioning (Learner’s response - "Wow…I wonder why…if…how…?").

4. Discovering and Concluding during Debriefing - Participants discuss ideas, draw conclusions and develop insights (Learner’s response -"Ah-ha, I get it!”).

5. Bridging and Connecting - Learners transfer the experiences and insights to real workplace issues and bridge to follow-up action on the job (Learner’s response -"Now I know what to do, so I plan to…”)

Jeopardy! Game Show – Make your participants 'Bid and Win' Points for their Teams

Jeopardy! is a fast-paced game that is great for review sessions. The Jeopardy! template consists of six categories with five questions each (6 x 5 = 30 questions). The questions are worth a varying number of points—point values of 200, 400, 600, 800 and 1000. The difficulty level of the question coincides with the increasing point values.

Jeopardy! game is usually used in training programmes with some variation. This is done in order to lessen the setup time for participants getting used to the game and to get teams playing in rotation. Teams compete for points by first selecting a category and point value. When the question is revealed, teams have an allotted time period to “ring in” to answer the question. The first team to ring in answers the question. If the team member answers correctly, he /she wins the point value of the question for his /her team. If the contestant is incorrect, he or she loses the half of the point value indicated, and the other teams have an opportunity to ring in and answer the question. If no team answers the question correctly or the time runs out before anyone rings in, the answer is revealed. The next opportunity for selecting the question goes to the next team in the sequence.

Hidden behind the questions is one special “bonus question” that can be answered only by the team who selected that question. Depending on whether the response is correct or incorrect, points are won or lost by the team. If the response is incorrect, no other team is allowed to ring in or to answer the bonus question. The team that “Hit” the bonus question gets a chance to select the next question – out-of-turn (a bonus!).

The 'Jeopardy! game' MS-PowerPoint template is freely available on the internet in the public domain. Just download and use it! You may download template from any of the following sites -
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http://jc-schools.net/tutorials/PPT-games/
http://exchange.guhsd.net/details.php?object_id=28
http://www.netxv.net/esc/technology/InstructionalTechnology/templates/powerpoint.htm

Use “Slumdog Millionaire” Game Show in your training programme review sessions

Trainers are always looking for interactive ways to engage participants of a training programme. Game shows are extremely effective for “Knowledge Review” sessions leading to increased content retention, increased trainer engagement and interactivity.

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Most participants like playing in this game show format. Divide your group into teams and have them play this game. Very good for recap sessions.

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The 'Millionaire Show' MS-PowerPoint template with original loud music is freely available on the internet in the public domain. Just download and use it! You may download template from any of the following sites -

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http://jc-schools.net/tutorials/PPT-games/

http://exchange.guhsd.net/details.php?object_id=28

http://www.netxv.net/esc/technology/InstructionalTechnology/templates/powerpoint.htm

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When should you use Game Shows in a training programme?
To quote Sivasailam “Thiagi” Thiagarajan, “I am fond of telling trainers that they are limited to only three occasions in a training session for the use of game shows: before, during, and after.”