Training Modules and Workbooks

On Development Time:

noreply@blogger.com (Susan Otto) — Wed, 03 Mar 2010 12:20:00 +0000

How much time should you anticipate for creating an in-depth module, which includes Facilitator and Participant Guides with all the additional "stuff?" The industry standard, or a good rule of thumb, is forty hours of development for every one hour of instructor-led training. So, a four hour class can take as much as 160 hours or four weeks. The figure includes the following components:

Research, interview, collection, etc. the content.
Document the content.
Determine and/or create activities, games, simulations, role plays, case studies, etc.
Submit the first draft for review, including the Facilitator and Participant Guides, handouts, PowerPoints, etc.
Make the revisions based on the feedback.
Submit the second draft for minor revisions.
Make the revisions based on the feedback.
Pilot the class, including a debrief of both participants and facilitators. (You need to observe and make notes - not facilitate; this is where you identify specific and detailed changes.)
Revise the class based on the findings, input, and observation

If some of the components are already completed, then the time estimate is decreased. Each of the components listed is a variable in the development time.

Many trained facilitators take far less time to create their training modules...typically not completing a robust Facilitator Guide. A Facilitator Guide should be written so that even new trainers, or trainers new to the material, can study the material and teach it with confidence. Many Facilitator Guides are not written with that detailed level of confidence imbedded. All facilitators should have some experience or have attended and passed a Train-the-Trainer (Platform or Presentation skills) program.

On Creating a Post for My Blog:

noreply@blogger.com (Susan Otto) — Tue, 02 Mar 2010 16:17:00 +0000

In case you hadn't noticed, I'm a little late posting my blog today. Instead of getting up early to post my blog before a meeting, I decided it could wait until I returned. Sometimes it can be difficult to determine what is a "must" in my mind, since I have such high expectations for myself, and what can wait. My thoughts this morning...it isn't time critical, so it can wait.

What "musts" do you have for yourself that are not time critical...that can wait?

On Friendship:

noreply@blogger.com (Susan Otto) — Mon, 01 Mar 2010 12:38:00 +0000

Friendship is not time bound. (That's it...really.)

On Behavioral Competencies in Performance Management:

noreply@blogger.com (Susan Otto) — Fri, 26 Feb 2010 12:52:00 +0000

Behavioral competencies may be referred to as behavioral expectations. They provide a framework for how employees are expected to behave while accomplishing their work. They define how employees get their work done.

For more on performance management, check out my eWorkbooks on Performance Management 1: The Cascade and Performance Management 2: The Details and my Performance Management module.

On a One-Second Confidence Booster:

noreply@blogger.com (Susan Otto) — Thu, 25 Feb 2010 13:14:00 +0000

Throw your shoulders back and stand tall. You will look slimmer and breathe easier as well as be gutsier, according to researchers at Ohio State University. People who slouch feel less qualified to handle tasks than those with good posture...so stand tall with your shoulders back!

On Imagination and Brainstorming Bring Immediate Results:

noreply@blogger.com (Susan Otto) — Wed, 24 Feb 2010 12:40:00 +0000

Imagine going into a conference session where the facilitator doesn't show up! Have you ever found yourself waiting, wondering if the facilitator would ever show? Most of us want to leave the session and try to catch another one before we miss too much. You'll never run into that situation at the North American Simulation and Gaming Association (NASAGA). We decided to create our own games and share.

We brainstormed areas of interest for which we could create games. Some of the suggestions were: negotiations, conflict, customer service, stress, etc. We narrowed the topics down twice to get to two topics: Conflict and Stress. Since there were 16 people in the session, we split into two groups of eight. Then we set out to create the games. (I am going to share just one in this blog post.)

My group had the topic "conflict." And, actually, there was more conflict creating the game than in the game itself...not really, but close. It was a challenging assignment since we had only 20 minutes and were allowed to use only what was in the room to create and play the game.

"I'm Right!"*

Goal
Participants will identify the major factors and elements of conflict.

Group Size
Two to forty, split into teams (teams of 3-6 seem to work best)

Materials

A random object
Several coins
Newsprint, markers

Procedure
Assemble the participants in a circle or around a table. Place any object in the middle where everyone can see it. Tell the participants that the object before them is not what it appears to be. They must invent a new identity and use for the object - anything other than what it really is. Give them 30 seconds. Ask each participant to state his/her version of what the object is and post this version on newsprint for reference.

Explain that they have five minutes to convince the other participants that their explanation of the object is correct. Encourage them to argue their perspective forcefully if necessary.
While the discussion is in progress, the facilitator should walk around and randomly give participants a coin. The value of the coins, and the times they are given, should be unpredictable. You can also take coins away from a player if you like. After the five minute time period, lead a discussion.

Discussion Questions

What were some of your emotions as you tried to convince others of your point of view?
What did you think about your ability to convince others?
At what point did you feel most frustrated? Most successful?
What interesting things did you see other players doing?
What surprised you about how others played?
At what point was the level of conflict most intense?
What factors contributed to the level of conflict?
What strategies or coping methods did players use to deal with conflict?
What are both the positive and negative aspects of conflict?
In what ways does this game mirror conflict in real life?
What was the significance of giving coins to players?
If the coins were a metaphor, what would they symbolize in real life?
How would you play the game differently the next time?
What if players didn't receive any coins?
What is one thing you might do differently in your work or professional life after playing this game?
What are the three most important things you've learned about conflict from this game?

*Note: This exercise was designed and initially played by participants at the 2001 NASAGA Conference.

(The North American Simulation and Gaming Association (NASAGA) is a growing network of professionals working on the design, implementation, and evaluation of games and simulations to improve learning results in all types of organizations. NASAGA believes in the value of learning gained through experience and feels that games and simulations, appropriately designed and conducted are an extremely useful (and underused) tool for creating this rich learning.

NASAGA's primary mission is to facilitate the use of simulations and games and to spread the principles and procedures of interactive, experiential approaches to education, training, management, problem solving, and decision making.

If you have questions about NASAGA, about membership or the conference, you can send an email to info@nasaga.org.

On Diva or Stickler:

noreply@blogger.com (Susan Otto) — Tue, 23 Feb 2010 12:25:00 +0000

Van Halen had a clause in every contract as a test to see if the contract was read and followed. And to check, all former Van Halen front man David Lee Roth had to do was walk backstage and look at a bowl of M&Ms. That's right...buried in the middle of their contract was a special clause that read, "There will be no brown M&Ms in the backstage area, upon pain of forfeiture of the show and with full compensation." This was Roth's brown-M&M test, which was used as a diagnostic, allowing the band to spot problems early. If Roth saw brown M&Ms, then he demanded a line check of the entire production...to avoid errors and to ensure an excellent concert with no glitches.

There are signs everywhere that indicate what has a good likelihood of occurring. For example, Johns Hopkins University researchers found that there were two early-warning signs that students would drop out. Researchers found that frequent absenteeism and failed English or math were two powerful predictors or indicators that 75% of those students would drop out.

What are you early warning signs? What are your diagnostics to ensure success?

On Networking:

noreply@blogger.com (Susan Otto) — Mon, 22 Feb 2010 12:21:00 +0000

I am quite frequently asked to network with people for various reasons. Julia Winston, a former graduate student in the Executive Human Resource Development Program at Xavier University had this to say, "Thank you for taking the time to speak with me this morning. You gave me valuable insight not only into the field but also in how one can carve out a niche and put some personality into the work. Thanks again."

Thanks for asking, Julia, and good luck with your career.

On the 8th Habit:

noreply@blogger.com (Susan Otto) — Fri, 19 Feb 2010 12:45:00 +0000

Here is an example taken from a poll of 23,000 employees cited by Stephen Covey talking about his book, The 8th Habit:

Only 37 percent said they have a clear understanding of what their organization is trying to achieve and why.
Only 20 percent were enthusiastic about their team's and their organization's goals; said they have a clear link between their tasks and their team's organizational goals; and, fully trusted the organization they worked for.
Only 15 percept felt that their organization fully enables them to execute key goals.

Stephen Covey made the idea sticky by using this soccer analogy (and you know how I love soccer):

If a soccer team had these same scores, only 4 of the 11 players on the field would know which goal is theirs. Only 2 of the 11 would care. Only 2 of the 11 would know what position they play and know exactly what they are supposed to do. And all but 2 players would, in some way, be competing against their own team members rather than the opponent.

I don't know about you...but that is NOT a team I want to play on...but against...it might be fun:)

On Planning:

noreply@blogger.com (Susan Otto) — Thu, 18 Feb 2010 12:58:00 +0000

Consider giving planning 1% of your day. If there are 1440 minutes in a day, give yourself 14.4 minutes of planning. This 1% planning will reap tremendous returns.

For more on time management, check out my Time Management eWorkbook and module.

On Motivation:

noreply@blogger.com (Susan Otto) — Wed, 17 Feb 2010 12:05:00 +0000

"All people are motivated." True or False?

The answer just might surprise you. The answer is true. All people are motivated; it's just that some people are motivated differently than you.

If you want someone to be motivated to do something, your best bet is to consider why they might be motivated to do it. That's right. You need to think about that person. What are their needs? What are their desires? What makes them "tick?" If you can think about what you need done from their perspective, then you're on your way to figuring out how best to motivate them.

Yes, all people are motivated. Just not like you...or me.

On Coaching Misperceptions:

noreply@blogger.com (Susan Otto) — Tue, 16 Feb 2010 12:17:00 +0000

Coaching "takes a lot of time" and "is fixing a problem behavior" are both misperceptions of coaching. Even if it did take a lot of time, aren't people worth helping to improve and be at their best? And to address the second misperception, you have enough problems of your own to fix without even thinking you can fix someone else.

For more on coaching, check out my Coaching: A Beginning and Coaching: Now Do It eWorkbooks, my Coaching: A Beginning and Coaching: Now Do It modules, and my Coaching and Feedback Training Kit.

On Kind Words:

noreply@blogger.com (Susan Otto) — Mon, 15 Feb 2010 15:02:00 +0000

I am blessed. Why? Because I have clients who say nice things about me to others. For example, Antonia Comer, Director Training and Organizational Development for General Cable said that I, Susan Otto, was the "…most talented Instructional Designer I know."

Antonia, thank you for your ongoing support over the 12+ years I've been in business. It means a great deal to me.

On Goals and Activities:

noreply@blogger.com (Susan Otto) — Fri, 12 Feb 2010 11:47:00 +0000

Although establishing goals is probably the single most important aspect of good time management, you cannot "do" goals. A goal represents an end result - something that is accomplished. You must "do" activities. If you do the right activities, you have a good chance of reaching your goals.

For more on time management, check out my Time Management eWorkbook and module.

On Power:

noreply@blogger.com (Susan Otto) — Thu, 11 Feb 2010 12:57:00 +0000

Abraham Lincoln said, "Most anyone can stand adversity, but to test a man's character give him power." The more power you are granted, the more it's your responsibility to serve, develop, and empower others. When you help others grow, they help you grow. So, be selfish...help others grow:)

On Running a Pilot Program

noreply@blogger.com (Susan Otto) — Wed, 10 Feb 2010 13:10:00 +0000

You've designed what you believe is an excellent program. Now it's time to "put up or shut up"...meaning it's time for you to pilot the program and show its effectiveness to the organization. You've followed all the "rules" to create the perfect pilot program - participants, setting, observation, etc. Now it's "show time."

At the start of the program, tell participants that:

They are the pilot group for the program.
You are looking for feedback for this program.
Comments will be analyzed to determine changes to the program.
Honest and candid feedback is important.
They will complete a concise, short evaluation after each module for immediate feedback.
They will participate in a oral program debrief, no longer than 30 minutes, at the end of the program.
They will be asked to complete the “standard” evaluation form as they proceed through the entire program.

Be sure to caution participants that you don't want feedback during the presentations - only when you request it. If they want to jot ideas down immediately, they should use the "standard" evaluation form. I don't know about you, but without this warning participants feel that they can audit and discuss the effectiveness of the program during the program rather than "experience" the whole program. Don't be derailed.

During the program, distribute a concise, short evaluation after each module or segment to collect immediate feedback.

After the program, the debrief should be done by the instructional designer or someone who has not facilitated the program. The facilitators should never do the debrief or be present during the debrief. In fact, sponsors, or other people who have a vested interest in the class, should not be present. You want to provide an environment where participants are comfortable being frank and providing valuable feedback. The participants of the pilot debrief should be told that the debrief:

Will be tape recorded.
Should last no longer than 30 minutes.
Responses will be kept confidential.
Results will be summarized in a written report.

That being said, keep your word. Record the debrief so you can keep the feedback to 30 minutes. Keep on track with your questions and be willing to collect additional information after the 30 minutes, if participants have more to add; however, allow participants to leave if they have shared what they wanted, or needed, to say.

Again, remember all people with "ownership" in the program should not be present in the room during the actual debrief.

After the debrief with participants, conduct a debrief with the individuals who have "ownership" of the program (facilitators, designers, observers, stakeholders, sponsors). Consider conducting a debrief similar to the one facilitated for participants with questions specific to the group. Remember, you must maintain the confidentiality of the participants in this meeting - at all costs.

Also during the "ownership" debrief, schedule a revision meeting for a day and time that will work for all those involved. Ensure that at least a half-day is scheduled to thoroughly review the debrief feedback from participants and discuss next steps. Before adjourning this debrief, discuss any next steps needed to be completed by the group prior to the revision meeting.

During the Revision Meeting:

Review the results of the summarized, oral debrief written report.
Discuss any other feedback from other interested parties, especially those resulting from the "ownership" debrief.
Determine next steps.
Commit to follow up dates for completion of the next steps.

Pilots help ensure that effective and successful programs are facilitated in your organization. Taking the time and providing the resources to conduct a thorough pilot for new and/or revised programs can ensure that participants are getting what they truly need to move the organization forward. The costs are too great, if effective and successful programs are not required. Take the steps to ensure effective and thorough pilots are executed in your organization. It pays!

On Being Inspired and Motivated:

noreply@blogger.com (Susan Otto) — Tue, 09 Feb 2010 12:50:00 +0000

So many times it's not what you say, but how you say it that motivates others. This 3 minute movie and its message motivated the New Orleans Saints at the beginning of their season. The rest, as you probably know, is history – having headed to the Super Bowl for the first time in their 43 year history...and winning.

Be prepared to be inspired!

On Coaching:

noreply@blogger.com (Susan Otto) — Mon, 08 Feb 2010 12:57:00 +0000

"Coaching is a process used to empower employees to put forth their best efforts to reach the limits of their abilities." Tricked you here...since there is no limit to your abilities...your greatness. That being written, coaching does help you to be the best you can be and reach for being even better.

For more on coaching, check out my Coaching: A Beginning and Coaching: Now Do It eWorkbooks and modules as well as my Coaching and Feedback Training Kit.

On My Newsletter:

noreply@blogger.com (Susan Otto) — Fri, 05 Feb 2010 13:01:00 +0000

David Warne, the new Director of Training at CommuniCare Health Services recently sent me these kind words in an email..."I get a number of newsletters/emails from various training professionals and organizations and yours is consistently one of the most helpful and well organized. In each letter I find at least 2-3 ideas that are immediately relevant to something I'm working on, or to my role in general. Over the years, you've introduced me to a variety of resources, ideas, websites, etc that I still tap into. Thanks for keeping me on your distribution list."

As many of you know, things "arrive" just when you need them. I received this email at a very special time. It's nice to know that people are reading my newsletters (and blogs), but it's even nicer when I hear that people find meaning or value in what I deliver. Thank you, David, and all of you that communicate your appreciation to me. With a song in my heart:)

On the Lost Generation:

noreply@blogger.com (Susan Otto) — Thu, 04 Feb 2010 12:59:00 +0000

Get ready to be awed by this video. It was submitted in a contest by a 20-year old. The contest was titled "u @ 50" by AARP. This video won second place. When they showed it, everyone in the room was awestruck and broke into spontaneous applause. It’s worth the two minutes it takes to watch it.

On How to Find Content When You Need It:

noreply@blogger.com (Susan Otto) — Wed, 03 Feb 2010 13:14:00 +0000

When it comes to finding content when you need it, a great source is our professional and trade magazines, journals, and/or publications. Unfortunately, weeding through each issue can be daunting. So, cut them up.

Here is what I recommend:

Collect your stacks of magazines, journals, and publications.
Tear them apart and throw the ads away.
Read through and/or skim the articles, noting a category at the top. (Remember, unless you're interested in the content or working on a project regarding the content, you have permission to file it until you need it - without reading it!)
Throw away any article with content you'll never use.
If one article ends on an odd page and a new article begins on its even side, make a copy of the odd side of the page so that it can remain with its article. The original page can be used for the beginning of the new article. (This is only necessary if you choose to file both articles.)
Staple the pages of the article together if there is more than one page.
Categorize the articles. Possible articles might include:

Team
Leadership
Human Resources
Ethics
Diversity
Sales

8. Place the articles in the appropriate file folder.

Note: If you're like me, 6 to 9 months go by before there is time to read or skim my collection of magazines, journals, and publications. Organizing it all at the same time saves time when filing…at least that is what I tell myself. It's a time management plus.

On the Coaching and Feedback Self-Study Course:

noreply@blogger.com (Susan Otto) — Tue, 02 Feb 2010 11:37:00 +0000

Our Coaching and Feedback Training Kit consists of:

8 AudioCast Lessons plus the AudioCast instructions.
Handouts for each lesson.
Coaching Assessment.
Coaching Discussion Preparation and Follow Up form.
Feedback Effectiveness Self-Assessment.
Coaching and Feedback Job Aids.
Self-Study Course Follow Up Checklist.
Self-Study Schedule.
Qualification Quiz.
Certificate of Completion. (Submit the Self-Study Schedule and Qualification Quiz for your eligibility.)

Read more about the Coaching and Feedback Self-Study Course.

On the Gift of Joy:

noreply@blogger.com (Susan Otto) — Mon, 01 Feb 2010 12:30:00 +0000

"Joy is prayer - Joy is strength - Joy is love - Joy is a net of love by which you can catch souls. She gives most who gives with Joy."

-- Mother Teresa

Some people unconsciously believe it's not okay to feel more joyful than the people around them. Out of a mistaken sense of caring, they squelch their joy and tune in to the sadness of the one they are with.

In truth, joy is one of the greatest gifts we can give to people around us. Those who are unhappy need our joy, not our sadness.

"Never miss a joy in this world of trouble...that's my theory!... Happiness, like mercy, is twice blest: it blesses those most intimately associated with it and it blesses all those who see it, hear it, touch it or breathe the same atmosphere."

-- Kate Douglas Wiggin

(This is brought to you by Higher Awareness.)

On Establishing Priorities and the Pareto Principle:

noreply@blogger.com (Susan Otto) — Fri, 29 Jan 2010 18:00:00 +0000

The Pareto Principle says that in any set of elements, the critical elements usually constitute a minority of the set. This has come to be known as the 80/20 rule.

In other words, 80% of your activities produce 20% of the results, while only 20% of your activities produce about 80% of the results. Or 80% of all success comes from 20% of your efforts. What areas of your life need to be considered in light of this principle?

For more on time management, check out my Time Management eWorkbook and module.

On Light, Rekindling, and Gratitude:

noreply@blogger.com (Susan Otto) — Thu, 28 Jan 2010 13:08:00 +0000

"At times our own light goes out and is rekindled by a spark from another person. Each of us has cause to think with deep gratitude of those who have lighted the flame within us," shared Albert Schweitzer, physician, philosopher and Nobel Peace laureate.

Who do we have to thank for rekindling our light? And, whose light can we rekindle today? Regardless, may the light be with you...