Written by: Ron

A recent story in the USA Today newspaper was titled, “Always Working: Our All-Mobile World is Killing the Desktop – and Our Personal Lives.”

According to the USA Today survey, 7 in 10 US workers say technology has allowed work to move into their personal lives. Wow! That’s 70%! Is that a problem for you or does it just mean the new “working normal?”

I would like to devote the next few paragraphs to providing three helpful tips in creating a healthy work-life balance. If you are interested, then read on…

Time Management. You’d be amazed at how much time is wasted at work surfing the internet, chatting about non-related work topics, and other time wasters. While I certainly don’t endorse being a non-social “hermit” at work, I do suggest we can become more diligent and focused about our work duties. With proper time management, we can often get most of our work done during the day, avoiding any unnecessary phone calls/emails after hours.

Prioritize. At the end of each working day, we can take a look at what is ahead for tomorrow. If we plan on tackling the most critical items first thing in the morning, we can get them out of the way. Maybe we can even arrive at work a little early, before the office gets busy, and get some important work accomplished. Some people like to get organized by writing a “To Do” list for the next day.

Create Informal Policies/Agreements. Since we’ve made a solid effort to get as much work accomplished during normal working hours, maybe upper-management would be open to supporting a policy/agreement where no contact is made after hours unless it is a true emergency (which would be clearly defined). I know clients who have established informal policies or understandings that they should not be contacted after work. Most importantly, they are not viewed as lazy, rude, or poor employees because they have a track record of solid results – the key to this tip’s success.

When we put 100% into our work day, we should be able to leave the office knowing we have fulfilled our duties. Personal time is an opportunity to relax and recharge your batteries, so that tomorrow can be another successful and productive day.

Remember, and take a hint from, that famous Jack Nicholson movie line, “All work and no play makes Jack a dull boy!” It can apply to employees, too. What best practices do you follow to ensure a balance between work and life?

I just watched the most inspirational video, narrated by Alan Watts, called, What if Money Didn’t Matter? The premise of the video is asking yourself the questions, “What would you like to do if money were no object? How would you really like to spend your life?” Unfortunately, most people don’t ask these questions and spend their lives doing things they don’t like. They earn money to keep doing what they don’t like and the cycle continues!

The video really spoke to me because I wasn’t particularly happy in my former career. You see, I went to law school, graduated, articled, and worked in a law firm for several years. I did everything that I thought I was supposed to do and yet, wasn’t happy. I realize that I was very logical growing up and throughout my schooling. Unfortunately, I also had a creative side that never got utilized. In my mind, I thought, “How was I going to earn any money pursuing the arts?”

Somehow I stumbled into training, (yes, I am one of those accidental trainers) and it really changed my life. I was able to use my business background and allow my creativity to flourish in the classroom. Let’s face it – there’s not much room for creativity in a courtroom.

So, how have things changed since I became a trainer? Well, I can remember dreading going into the law office. I knew each day would be another battle, whether I represented the plaintiff or defendant. Now, I can’t wait to get to class. And by the way, I’m not a morning person. Yet, even when I get to class at 7:00 am, it never feels like work.

And why else do I love this job so much? Well, I’m passionate about what I teach (yes, I was put on this earth to abolish death by PowerPoint!) I also get to meet interesting people from all over the world AND we have such meaningful discussions. The icing on the cake arrives when I hear from people, weeks or months later, telling me how the workshop has, literally, changed their lives.

Just recently, I got an email from a former participant telling me that our workshop motivated him to review all of their material and focus on making it more interactive for the audience AND have fewer slides. He also noted that he has seen a change in the way he works and presents with a group as well as his team. Nothing makes me happier than when I receive this kind of feedback.

Of course, it can be difficult trying to figure out what you want to be when you grow up. Most people these days have 3 or 4 different careers before they find the answer. I’ve heard that when you’re passionate about what you do, you never work a day in your life and that’s exactly how I feel. I am grateful that I finally found this career and I’ve never looked back.

What about you? Have you found your passion – and is it training? And are you doing what you really desire in life?

Written by: Paul

Langevin usually gets us into the classroom the night before to set up, but sometimes you may have a workshop where you cannot get into the training room until a few minutes before the class starts. When your setup also involves technology, a number of hiccups with the computer, adapter, and/or projector can occur at the start of the class. The first few minutes may, therefore, not go well. First impressions are lasting impressions, so that’s a difficult way to start a workshop.

Here are a few tips regarding classroom technology that can help you get off to a positive start.

1. Set up early. Test all equipment the night before the training if possible. This includes projector/computer, power sources, internet connectivity, and any other technologies important for the training.
2. Have the required slides loaded on a USB drive so if your laptop computer goes down, you can still access your slides on an available workstation.
3. Carry extra batteries for accessories.
4. Use your smart phone for extra copies of needed files (music, PowerPoint, etc.).
5. Make sure cords are secured and hidden if possible. Tape down, or cover, exposed power or AV cables. Neatness counts for that first impression and some of your participants are probably accountable for safety or technology responsibilities in their organizations. Sloppy cordage gives a negative impression of your preparedness.
6. Have a “Plan B” (a contingency plan), if there are technology problems the day of the training. Plan B might include notes to support what would otherwise be on slides and the ability to switch to handouts instead of PowerPoint slides.
7. If you are conducting software training, make sure the appropriate software is loaded and functioning correctly, any shortcuts necessary to navigate to the software are installed, and necessary software exercise files are loaded.
8. Oh, yes. When traveling overseas, make sure you have a plug adapter so you have power for your computer.

Ultimately, classroom technology is an aid to instruction. The instructor is the one charged with transferring the knowledge and skills of the training to the participant. These tips can help ensure the technology doesn’t get in the way of instruction, but aids it instead.

What tips do you have for avoiding technology issues in your training room?

Networking. It’s very likely we’ve all heard the term. However, I’ve long been curious if we, as training professionals, actually network with each other and reap its many benefits.

I first became interested in professional networking back in the late ‘90s when I worked as a trainer for a mid-sized organization in Atlanta, GA. This organization had a group of about 15-20 trainers company-wide. We were all scattered about the company, working for various departments, from advertising to information technology to human resources.

A few of us would go to lunch on “Casual Friday” simply because we were friends. In addition to socializing, our lunch-time conversation always ended up focusing on something training related (e.g. the latest book, a tried and true tip/technique, issues with a problem participant, etc.) In these conversations I remember hearing statements such as, “Do you know Ann who trains in marketing? I’m going to ask her what program they’re using.”

Because we constantly referenced trainers from other departments, a colleague of mine got the brilliant idea to start inviting those other trainers to our Friday lunch gatherings. To our surprise our invitation was very well received and our informal lunch meetings eventually morphed into a formal, company-wide Training Consortium.

I proudly attended the consortium’s meetings until I left the organization to begin my employment with Langevin Learning Services. Although I missed the ongoing networking opportunities with my former colleagues, I soon realized the vast network of new training professionals I now had access to as a Langevin instructor.

Here are four of the benefits I’ve discovered while networking with other training professionals:

1.  Access to Industry Best Practices
When I’m networking with professional trainers, either face-to-face or via an online professional networking website, the conversation often focuses on sharing some type of industry best-practice. From instructional techniques to instructional design authoring tools, networking is a great way to learn what other training professionals are doing and using.

2.  Enhancement of Skill Set
Because I am primarily a platform facilitator, I’m always looking for an opportunity to practice my communication skills. What might seem like a simple “meet and greet” at a network mixer is a great way to hone your interpersonal and communication skills. Meeting and carrying on conversations with new people has given me countless opportunities to master my “elevator speech.” With each interaction, I walk away with more confidence about my communication skills and my personal brand.

3.  Increased Career and Business Opportunities
Whether you’re looking to advance your career or just attempting to gain a business lead, networking with industry professionals can be advantageous. We’ve all heard the old adage, “It’s not what you know, but who you know.” Professional networking can put you in direct contact with those who are in-the-know about employment leads, corporate partnerships, or other business ventures. I personally know of several people who have made their latest career move simply by exchanging a business card and striking up a conversation with a peer.

4.  Lasting Friendships
Although they do have to be cultivated and nurtured, professional networking can give you an opportunity to make lasting friendships and relationships. To this day, I still keep in touch with a few trainers from the Training Consortium from my last job. Nor is it uncommon for me to receive a “just keeping in touch” email from various participants who attended a Langevin course I facilitated years ago.

If you haven’t given professional networking a try, I encourage you to do so. Join a professional organization, attend a networking mixer, surf a professional networking website, keep in touch with your classmates from a former Langevin course, or become a member of the Langevin Alumni Group on LinkedIn if you haven’t already done so. With these activities, be prepared to benefit from the many positive aspects of learning, growing, and developing with a community of your peers.

And please, don’t forget to keep me posted and up-to-date on your professional networking success stories.

Written by: Melissa

I love music! I love to dance to it, study to it, exercise to it, even clean house to it. As a kid, my mother would find me holed up in my bedroom doing nothing more than listening to one of my favorite albums. Yes, I said ALBUM and yes, I’m dating myself! My love of music continued into my college years where I made music a part of my academic agenda and joined my University’s top-rated, non-profit radio station as an on-air personality. I enjoyed that so much that, after I graduated, I got a job at a local top-forty radio station. I was actually paid to play and listen to music! Fast forward twenty years (this is not an article about what I did with my radio career) and I STILL get paid to play music as part of my job. I’m no longer an on-air personality, but a seasoned training professional who knows the impact music has on learning and retention.

You see, music impacts us in powerful ways. It can evoke strong emotions, increase productivity, and even help with learning and memory. Studies have shown that music may positively impact learning and recall in a number of ways. Listening to music you’re familiar with stimulates the hippocampus, which manages long-term memory storage. Consequently, your recall is better when you listen to the same music during studying/learning and testing. While the research isn’t conclusive, some studies suggest that faster music may make you and your brain work faster! Similarly, other studies suggest that listening to music improves your mood when you are doing something boring, which can help fight fatigue. This occurs because listening to music triggers the release of dopamine.

While most people study to any type of music that allows them to concentrate, some types of music may be more beneficial than others. As one who facilitates instructor-led training and plays music during workshops, I find this information insightful and hugely relevant. The message is clear—choose your music wisely! Below is a list of suggested music to play in an instructional setting. It’s not all-inclusive, but it is a good place to start:

1. Classical/Baroque music activates the right and left sides of the brain, which can increase our participants’ learning capacity and information retention. Play during study/reading time, reflective activities, or any individual exercise (when there’s not a lot of small group discussion). Mozart, Vivaldi, Bach, Beethoven, and Handel all work well. Studies show that Mozart’s music can actually increase one’s IQ over time.
2. Jazz is not only viewed as an alternative to classical, but one study revealed students were more productive while listening to jazz. Try the Branford Marsalis Quartet, John Coltrane, or Miles Davis.
3. Repetitive music (3-4 rhythm repetitions) can cause the mind to shut down or enter a state of sub-conscious thinking. Beware of pop music, as it is largely repetitive. If you want to play upbeat pop music, use it for “welcoming” music as learners enter the classroom or on breaks. I play Michael Buble, Taylor Swift, and Bruno Mars on breaks and as clients enter the classroom in the mornings.

When information is accompanied by music, there’s a greater likelihood that the brain will encode it into long term memory. With that said Trainers, how are you incorporating music into your training courses? What kind of music do you play and when do you play it? Finally, how do you use music in your technology-based training? I look forward to hearing from you!

Written By: Steve

As trainers we are continually looking for ways to make our participants’ learning experience better. We try to find the latest and greatest instructional techniques to connect with our learners. We are also often under time constraints to deliver the content and, as a result, we end up overlooking the simple things.

Here are five tried-and-true, yet simple ways to connect with your learners:

1. Be available
   Announce your availability before and after class. Make an effort to be available to your learners outside of class time to answer any questions they might have. Strive to meet individual needs.
2. Use learners’ names
   Make a point of learning participants’ names. Address each participant at least once per day by name. Using names provides a strong connection with learners.
3. Show an Interest
   Listen to your learners; they will often mention details about their family or hobbies. Show an interest in their personal lives. Share a little about your interests as well.
4. Empathize
   Recognize that learners have busy lives and often work in stressful environments. Acknowledge that training is important but that there are still things happening outside of the classroom.
5. Be sincere
   Always try to be genuine and sincere when dealing with learners. Ensure coaching and feedback are meaningful.

By using these five simple tips you will make much more of a connection with your learners. This connection will enhance the learning experience for all and will add to your credibility as a training professional.

Are there any tips you’d like to add to this list? I’d love to hear from you!

People have been using stories to communicate information and teach since the beginning of time. So, if you’re a new trainer or you’re looking for new ways to deliver your message, stories are the way to go! They bring life to your training and more importantly, they actually stick in people’s minds. But did you also know that they appeal to the three different learning styles?

In our How Adults Learn Workshop, we address and explain the different learning styles. You see, people process and learn using their senses and each of us tends to have one preferred sense. Of course, I’m referring to visual, auditory, and kinesthetic learners.

Visual learners think in color, size, and shape. They create diagrams of what they hear and run movies in their minds. They use typical phrases like, “It’s not clear to me,” or “I get the picture,” or “I don’t see the point of this.”

Auditory learners prefer facts, details, clear vocal presentations, and audio recordings. They pay particular attention to the speaker’s voice – the tone, energy, pitch, enthusiasm, and modulation. They use phrases like, “sounds good to me,” or “I hear what you’re saying,” or “I like the sound of that.”

Kinesthetic learners prefer to put their hands on and touch something. They like participating in groups and moving about doing several different activities at the same time. They relive the sensation or the feeling they have experienced. They use phrases like, “it feels right to me,” “I feel good about this,” or “I’m really excited about the future.”

Eric Jensen, author of the book Superteaching, has found that in a typical learning group, you can expect 40% of your learners to be predominantly visual, 40% auditory, and 20% kinesthetic. Obviously, it’s difficult to cater to each person, and that’s why storytelling can be so powerful. It appeals to all three!

Visual learners will remember your story if you create a picture in their minds. Auditory learners will gravitate to your voice and respond to a well-delivered story. And finally, kinesthetic learners will make associations between the content of the story and their own emotions and feelings. They will connect to the story if it touches them in some way.

Over the years, I have shared many stories and will continue to do so. Amazingly, I’ve had repeat clients, who see me years later and are able to recall what I shared. Now, that’s pretty awesome! So, remember to continue using stories and keep building your arsenal of instructional techniques. They’re memorable, powerful, AND everyone likes them!

In Part 1 of this blog post I discussed why we are so resistant to change. So what’s the training-related moral of this story?

As training professionals, we’re often tasked with being agents of change. As described by Wiki Answers, a Change Agent is “A person that acts as a catalyst for change. In business terms, this person is chosen to bring about and affect organizational change.” Training, and those who facilitate it, can bring about and affect organizational change.

When trainers tackle subject matter that relates to something that has recently changed (e.g. policy, procedure, equipment, tasks, etc.) we have to embrace that change. If we don’t, our message of change won’t be genuine and well-received. It may be difficult to swallow at first (much like my airline experience), but we have to somehow find a way to move toward acceptance of the change in order to influence others to do the same. Recognizing and appreciating the benefits of change may help you embrace the change itself.

I also feel it’s important to be understanding as to why people are somewhat resistant to change. It’s human nature.

As trainers, we have often had time and opportunity to make peace with, and to digest, the change. Our learners, on the other hand, may be hearing about the change for the first time when they attend our courses. Push back and resistance is to be expected. After all, to them the change is an unknown, the trust factor has not been established, and there’s likely to be a perception of little to no benefit or reward. Recognizing these factors may make us a bit more empathetic and understanding of our learners’ concerns.

Change typically isn’t easy for any of us. However, it’s often necessary and mandatory, especially if we train in an organization that is growing and moving forward.

Acceptance of change takes time, openness, and a little bit of practice. I’ve learned, however, if you stick with it you’ll eventually get there. And in the process of getting there, we have to encourage others, especially our learners, to go there with us. Before we know it, we’ll all be settled into the change and it will soon feel like the familiar territory that we’ve always cherished and appreciated.

What are your most effective tactics for embracing change?

Written by: Melissa

It’s been a while since the beginning of 2013. How are those New Year resolutions going? Do you even remember them? (Did you even make any?)

Well, even if you didn’t set goals for yourself at the start of the year, it’s never too late to start. In fact, New Year resolutions might just be another form of procrastination when it comes to setting the goals that will last you a lifetime. (“I know, I’ll do it next year!”) So, let’s get down to brass tacks…what will it take for you to accomplish the goals you’ve set for your life: starting a new job, a new hobby, getting that certification, or learning a new skill set? In other words, what will it take for you to be successful?

As luck would have it, I recently came across an article in Investor’s Business Daily (one of my husband’s favorite publications) on what makes people successful. IBD spent years analyzing leaders and successful people in all walks of life and put together a list of the ten traits which, when combined, can turn dreams into reality:

1. How you think is everything. Always be positive. Think success, not failure. Beware of a negative environment.
2. Decide upon your true dreams and goals. Write down your specific goals and develop a plan to reach them.
3. Take action. Goals are nothing without action. Don’t be afraid to get started. As Nike says, “Just do it.”
4. Never stop learning. Go back to school or read books. Get training and acquire skills.
5. Be persistent and work hard. Success is a marathon, not a sprint. Never give up.
6. Learn to analyze details. Get all the facts, all the input. Learn from your mistakes.
7. Focus your time and money. Don’t let other people or things distract you.
8. Don’t be afraid to innovate; be different. Following the herd leads to mediocrity.
9. Deal and communicate with people effectively. No person is an island. Learn to understand and motivate others.
10. Be honest and dependable. Take responsibility. If you don’t, numbers 1-9 won’t matter!

Do you already possess some of these traits? Have you had success as a result of these traits? Finally, do you have any secrets to success you would like to share? I’d love to hear them!

My wife and I recently had the opportunity to travel to Costa Rica. It was a memorable trip to a beautiful country. The volcanoes, the beaches, and rainforest are spectacular. After a few days of lounging by the pool we decided to take a tour of the rainforest. We left the resort in a vehicle that could drive through rivers and go up and down steep and bumpy dirt trails. Our tour group consisted of a few couples and a family with two inquisitive teenagers.

Once the tour was under way, it didn’t take long before the teenagers started to ask our guide lots of questions. “What would happen if that monkey in the trees jumped into the truck?” one of them asked. “What would we do if one of us fell into the river near that crocodile?” asked the other.

The “what if” questions continued for some time and seemed to annoy the guide. To put the teenagers at ease the guide told us how he was trained for the job. He was trained by his father when he was 17 years old and was only allowed to drive the vehicle on flat, dry roads at first. Once he was operating the vehicle comfortably, he was allowed to drive it on bumpy roads and dry river beds. He went on to explain that his father would challenge him by presenting different situations. These situations included wildlife approaching the vehicle, crossing fast-moving rivers, and challenging tourist situations. The guide assured everyone he was very prepared for any situation.

Our guide’s on-the-job training made sense, probably because it’s the same three-step process that we use when training employees for more traditional jobs:

1. Teach the basic skill first.
2. Add real life conditions.
3. Reinforce to ensure retention.

Once the basic skill is mastered under ideal conditions in training, we must try to simulate as many real life conditions and “what-if” situations as possible. The learner may never face some of these situations on the job, but if they do, they have been prepared for them in training. I’ve heard it said that if we are training people properly, the training should be harder than the job.

By following this three-step process, we can prepare our learners for just about anything, and build their confidence and ensure their success both in training and back on the job.

What instructional techniques do you use to ensure your learners are prepared back on the job?