December 2005

Inside this issue:

1. Connection in Writing

2. Tip of the Month – Validating Training Needs

3. Q & A – The Over-eager Participant

4. Final Thoughts.

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1. Connection in Writing

An age-old skill for classroom instructors is the ability to write legibly and to create simple, colorful, visual prompts and records. Some of us have an aptitude for this; some of us have to work hard to develop these skills. All of us know through experience that effort in this area makes a positive contribution to our learning objectives.

As more training shifts to a remote web-based strategy, the pressure on our writing skills has increased. Facilitating e-learning requires more communication through writing than in traditional classroom training. Asynchronous communication using e-mail and discussion boards is important to the success of the training. It connects you with participants on both an individual and group basis. This can help reduce the sense of isolation that e-learners often experience.

As a facilitator, you may

• give written instructions
• give written feedback
• answer questions via e-mail
• provide encouragement via e-mail
• set up discussion board topics and participate in the resulting discussion
• create reading materials.

In the remote environment, clear writing is an important skill! Here is a guide to a resource where you may review principles and strategies for writing clear sentences. Reference these generic principles as required as you work hard at connecting in writing. Clear Writing Tips

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2. Tip of the Month – Validating Training Needs

Instructional designers are often asked to create “a half-day course” on a topic such as “Leadership”. Before they get started they must find out a lot more! Who has defined this need? Who will be trained? What topics are to be included? What is the expected outcome? How does the sponsor know it will take a half-day? What subject matter experts are available to help?

Try to get approval to:

1. Confirm the performance gap.
2. Validate the most probable cause(s) of the gap and that training can help.
3. Find out as much as you can about the target audience – as performers and learners.
4. Analyze exactly what they must know and do to be successful on the job.

Remember that being slightly off course at the start of a journey can have catastrophic results by the end.

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3. Q & A

“From time to time I will have a learner who over-participates. They have an answer or comment for every question, activity or suggestion. How do I still keep them motivated but curtail some of their contribution so other class members can participate?”

There are number of classroom strategies that can help with these eager participants:

• Use body language to discourage responses, i.e., no eye contact, stand behind the learner or with your back turn towards the learner.
• Use directed questions to call on another participant.
• Use the “that’s an interesting perspective, now let’s hear from someone else” tactic. And ask other learners to contribute.
• Offline, ask the participant to be your right hand person at times. As he/she is an expert in this area, you may call on him/her at specific times. When all else fails talk to the learner in private. Indicate that you appreciate his/her contribution, but that you would like to hear more from the other learners.

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4. Final Thoughts

In excess of $50 billion dollars was spent on formal training in North America last year, according to the numbers from Training magazine. As we consider this staggering sum, we should consider the value we receive from our own training budgets. Are we creating and delivering training programs that fully transfer back to the learner’s job? Are we focusing dollars on training and learning initiatives that support the business goals of our organization? And finally, are we able to plan and then capture the return on investment for our training dollars?

Michael Nolan, President, FKA

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Where’s FKA?

FKA President, Michael Nolan is attending and participating in CompTIA’s Colloquium 2006, January 18-20. Email Michael at fka@fka.com if you’d like to connect during the event.

See us next at Training Spring, Orlando, FL, March 3-8, 2006. Attend the FKA Instructional Design Certificate program – delivered by FKA insider Bev Colpitts. Or see FKA President Michael Nolan present an exciting new session “Blended Learning Success Story: Revitalizing New Hire Training”. You can even stop by booth #506 in the expo hall for conversation and a chance to win a cool prize. http://www.trainingconference.com

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Become a member! Join other savvy learning and performance professionals in the know and become an FKA Member. Membership is f r e e, and it gives you access to the special members area of the FKA website. This area is loaded with tips, tricks, articles, forums and more. Become a member today!

http://www.fka.com/linktracker.asp?name=members

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Attention meeting planners: looking for dynamic speakers for your upcoming company event? Consider an FKA expert. We can speak on a wide variety of training, learning and performance topics in an interactive and learner- centered format. Call us at 1-800-352-5585 or 613-829-3412.

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If you like these tips, please forward them on to your colleagues, clients and friends. Don’t forget to become an FKA Member for access to lots more great training, learning and performance information:

http://www.fka.com

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Copyright 2005 Friesen, Kaye and Associates. All rights reserved.

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