Linda M. Farley

10 Webinar Tips

Linda Farley — Tue, 01 Nov 2011 21:29:22 +0000

If you are teaching via webinar, you have a special challenge to make the experience as engaging and valuable as face to face learning. Here are some tips to make your webinars interesting and effective:

1. Change your first slide within 5 seconds of beginning the webinar. This attracts the attention of the participants quickly.

2. Change slides every 15-20 seconds. The rule for webinars is different than face to face presentations – webinars require a higher number of slides to keep participants engaged.

3. Use great visuals on slides. Interesting graphics and photos entice the learner to watch the slides, using all
their senses to learn.

4. Avoid too many words on slides. OK, you know this already! It’s even more important for webinars, when people will get bored with an overload of words. Use key words or phrases and great supporting illustrations.

5. Include cartoons, drawings or art to support the message. Get permissions and don’t violate copyright laws.

6. Practice using all the features of your webinar software. Employ tools like the highlight or drawing feature. This shows real time action on the screen.

7. Use polls or chat to get feedback from participants. If it is a small group, open the mike and ask specific questions. Be sure to facilitate; don’t let people drone on and take up too much time.

8. Provide a handout prior to the webinar to focus participants. Include fill in the blank or other activities that can be performed to enhance learning during the session.

9. If possible, have an assistant on the webinar to handle participant issues with audio or connection and to field questions that you can’t deal with while speaking.

10. Vary the activity occurring on screen often, at least every 2-5 minutes: have a poll, ask a question to be answered on chat, show a video clip, highlight something in real time using a highlight tool. Be creative!

How Kinesthetic is Your Kinesthetic?

Linda Farley — Tue, 04 Oct 2011 23:08:54 +0000

Good training thrives on variety. Trainers know that getting people up and moving around can create a “break” that helps stimulate learning.

Whenever learning involves physical activity, we call it “kinesthetic” or “tactile” learning. What we often don’t think about is just how involved the physical activity might be and how much that involvement stimulates learning. Consider the differences in meandering, walking, power walking, running and racing…..all kinesthetic, but with different outcomes.

Often trainers create what I call “kinesthetic lite” activities and check it off their list as, “My training supports all the learning styles.” What they may not realize is that a higher level of kinesthetic activity can create a higher level of learning.

I’ve created a scale that will help you gage the kinesthetic level in a specific learning activity. For a real life example, click here and download the complete free pdf file.

Level 1 – Walking from one place in the room to a different place in the room, talking, taking notes.

Level 2 – Moving to a different place in the room to work with a team. Working on a project that involves writing, sorting objects such as cards or discussing.

Level 3- Moving to different places in the room multiple times, writing, talking, some form of acceptable physical contact like shaking hands.

Level 4 – Moving to different places within a building, walking for more than 10 minutes to the various locations, using different forms of transportation such as elevators or escalators, reading directions or office numbers to locate specific places, moving to view or search for items, touching various objects, operating various objects, talking, presenting.

Level 5 – Moving to different places including inside and outdoors, experiencing variance in temperatures and light sources, touching a variety of man made and nature items, putting on items such as climbing gear, costume, etc., climbing, reaching, balancing, stretching, walking, talking, coaching, reacting in a physical manner to feedback.

Here’s to creating training with strong Kinesthetic components!

What Would You Title This Cartoon?

Linda Farley — Tue, 04 Oct 2011 17:23:00 +0000

This cartoon is by my fav cartoonist, Ted Goff. Check his cartoons out at: tedgoff.com

I thought of a few titles for this illustration:
*Always remain in control
*A classroom gone mad
*All wrapped up in the topic

This cartoon has a many lessons for trainers!

Are You Running Low?

Linda Farley — Mon, 19 Sep 2011 18:37:13 +0000

Pet peeves of mine, as a trainer:
• Dried out markers
• All black or all red markers
• Dirty “toys”
• Frayed or wrinkled easel sheets
• Crooked easel stands
….oh, I could go on and on

Trainers should be known as professionals. None of the above are included in a professional impression.

So, if your markers are running low on ink, or if any of your supplies are less than professional, I’m challenging you to up your game!

What are your pet training peeves?

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What I Learned About Training from Using a Chain Saw

Linda Farley — Wed, 20 Jul 2011 03:13:15 +0000

Have you ever stared down a big hunk of tree trunk with a chain saw in your hand?

And I don’t mean just to cut it up for firewood.

I had a new chainsaw. I had tree limbs that had fallen during a storm. I was stressed.

At first I was going to cut up the limbs so I could drag them out to the curb to be picked up by the brush recycle truck. I donned my safety glasses, closed toed shoes and sweat band around my head. I got into position, with the chainsaw poised to strike.

Did I mention that I had never operated a chain saw?

It was at that somewhat fearful moment that I realized there was an opportunity here. I began to see something in the wood. I remembered a woman that I met in Baton Rouge, selling cypress roots that were made into Santas. They were exquisite. I asked her how she found such perfect Santas in the roots. She said, “Oh, you just look at them and you can just see which ones look like Santa.”

I had been a doubter then. Now, with a deadly weapon in my hand, I could see something. An eye, a whimsical nose, a twist of character that called out to be released. And so I carved. Not with the broad blade, but with the tip. Coaxing and chunking out chips until a form appeared. I became Michelangelo discovering the “David” in a hunk of marble.

OK, maybe not.

But I was able to see the natural message of a twisted, broken branch that could be made beautiful, only in a different way. From wasted, fallen, storm-ravaged refuse to a new creature before my very eyes. The new creature that emerged was only a glimmer of what it had been before.

Exactly what I had experienced as a trainer: People blossoming. Beginning to learn, succeed and be motivated. Beginning to recognize some character deep within that they allowed to be released, developed and appreciated.

Have you experienced this? Challenge yourself to see those characters hidden in every learner. Help them release a new potential.
Just don’t use a chainsaw.

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© Linda M. Farley www.LMFarley.com LMF@onr.com
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Adventures of Ted and Tina Trainer – Training Room Set Up

Linda Farley — Tue, 12 Jul 2011 22:34:40 +0000

Need help with room set up? Download this FREE e-book.

Learning Professional – A Career?

Linda Farley — Mon, 04 Jul 2011 02:10:24 +0000

In a previous life I was the National Training Delivery Manager for a Fortune 500 company. I constantly fought the tendency for the corporation to dump non-performers into my operation. Their thought was “If they can’t perform, maybe they can teach.”

I believe corporate training has evolved a great deal since those days. Yeah!

However, I still see too many organizations placing SME’s and other line personnel into training positions without teaching them how to create learning in the classroom. After all, as a fabulous book by Harold Stolovitch says, “Telling Ain’t Training.”

We have not completely arrived at viewing our trainers as Learning Professionals, a term that represents education, knowledge, experience and business savvy. This term isn’t just about a certification or degree. You can’t “test out” for this professional title. Those elements are just a part of the picture.

Becoming a Learning Professional is earned through a breadth and depth of understanding of how people learn, what organizations want to accomplish and how to close the gaps in organizational performance.

Want to be a Learning Professional? For starters……

1. Get the Education – it may be a degree, series of workshops or self study. You need to learn the principles, lingo and methods of learning.

2. Learn to Facilitate – Learn to guide learners, ask the right questions and point participants to right answers. (It goes without saying that this means you have to learn not to talk all the time.)

3. Learn New Methods – New ways of learning are constantly being invented. Learn how to determine what works well in each situation. You have to stay up with technology and new ideas.

4. Hang Out – With other Learning Professionals, that is. Go to conferences. Attend meetings. Broaden your idea of where you can find new ideas. Try sitting in on a kindergarten class and see what you can learn from their methods.

5. Read – If you aren’t reading to improve your professional skills, then is it really a profession?

Tell me how you think Learning Professionals can qualify for that title. Click on “comments” and add your two cents.

© 2011 Linda M. Farley

What You Can Substitute for Balls?

Linda Farley — Sat, 04 Jun 2011 23:41:45 +0000

So now that I’ve had my rant about balls, and you listened, I owe you some ways to operate without balls.

Trainers use balls as a way to get participants to “volunteer” to answer questions or otherwise interact. Here are some great substitutes that won’t injure, maim or otherwise result in a liability suit……..with the usual legal disclaimers applied here – I can’t be responsible for how you execute

Pass the Baton. Buy a cheap, decorated toy baton (think cheerleader) from a dollar store. Ask for a volunteer or choose someone and give him/her the baton. This person answers your first question and then passes the baton to another person who answers and repeats the process. Explaining that you cannot give the baton to the person sitting beside you, or establishing that the baton must be passed to someone at another table, can help you avoid mundane, linear baton passing.

Get Creative! Instead of a baton, peruse the dollar store and find large items that can be easily passed: sunglasses, toy shovel, spatula, tiki torch (Unlit. Now, you knew that!)

Use Balloons. Type questions on small pieces of paper and insert them into balloons. Blow up the balloons, place them in a large plastic bag and bring them out when the time is right. Direct everyone to stand up and keep the balloons in the air for one minute. Play some music, make it fun, get everyone moving. Then, have them form groups according to their balloon color, pop their balloons and find the questions. They can come up with answers as a team and share. If you want them to work individually, just skip the group formation.

Get Creative! Rather than creating questions prior to the session, pass out unfilled balloons and small slips of paper. Participants can write their own questions, blow up the balloons, bat the balloons around, pop and shout out the questions and answers. Offer to blow up the balloon for anyone who has a latex allergy. You can also offer a balloon-blower-upper device (check a party store).

Include a Secret Code. Prior to the session, number the backs of a handout or workbook or the inside of a name tent. Make sure that you mix up the numbers so that people are not sitting in numerical order. Direct participants to locate their secret code. Begin asking questions; the person with the number “1” answers the first question and so forth. You can always ask the questions out of numerical order for even more suspense.

Get Creative! Use colored dots, picture stickers, or drawn symbols, such as hearts, diamond, square, etc. A trip to an education store, or your local discount big box chain offers a plethora of options.

© 2011 Linda M. Farley

Trainers – Got Balls??

Linda Farley — Mon, 23 May 2011 06:08:10 +0000

BALLS……

….Strike people in the face.
…..Embarrass people who can’t catch the ball – even if it’s a BIG BALL.
…..Make someone almost poke themselves in the eye with a pen trying to catch the ball.
…..Explode coffee on the tables, handouts and clothing. Hot coffee! Burns. I just paid $5 for it at
StarBucks.
…..Force dry cleaning bills to be paid.
…..Bring the attention to the throwing, not the learning.

Did I sign up to be a Nerf Ball player? Or a Wacky Ball with tentacles player? I thought it was a class on improving leadership. Sometimes I don’t pay real good attention; maybe it was training for a softball team.

Now I lay me down to sleep
I pray the Lord my soul to keep
And before I wake for a brand new day
Please take all the trainer’s balls away

And your thoughts?

© 2011 Linda M. Farley

Feeling a Little…….Remote?

Linda Farley — Mon, 16 May 2011 00:07:57 +0000

Remote trainers are becoming more and more prevalent, with the budget cuts and de-centralization of operations. Much has been said about how to manage remote employees – it’s time for a little 4-11 for the actual remote employee!

If you work remote from your supervisor or your team, here are some tips to remember:

1. Communicate. The old adage “out of sight, out of mind” is really true. Keep in touch via email, texting, or whatever other venue is common for your operation. Check in to help people remember that you are there. Offer ideas, share what is working for you, offer to help others. Working remotely requires that you work harder to let people know your capabilities and commitment. The pay-off is that you will create respect and credibility that is important for your career.

2. Be Self-Disciplined. Temptation looms large when no one is watching, even for the most upstanding. Track your time occasionally to make sure you are working at top efficiency. Complete your work on time. Start work on time and go the extra mile. Becoming lackadaisical will hurt you when you least expect it – as in a surprise visit from your boss!

3. Get “Face Time.” While you may take pride that you are not a high maintenance person, you do need face time with your supervisor and other management people in the organization. Use a web-cam to converse when possible. Put your photo in the signature of your email. Get your photo in newsletters – this may require that YOU write the article. Help people who have major influence on your career, and paycheck, remember that you are more than a voice on the phone, or a name on a roster.

4. Motivate Yourself. Remember when people decorated your cubicle for your birthday, dropped a note of appreciation on your desk, or gave you a physical pat on the back? It is important that you take time to feel good about what you are doing, even without people around to recognize your accomplishments. Be creative in motivating yourself. Create a post-it “happy face” and stick it to your computer. Declare aloud, “I did really well on that!.” Take yourself to lunch to celebrate an achievement – even, invite a local friend. Taking time to recognize a good job is essential, even if you do it yourself.

5. Hang with Pros. Remote workers need to be with people who have similar work responsibilities. Seek out associations in your area where you can meet those people, learn new skills and be inspired. For trainers, my first vote is always ASTD (American Society of Training and Development). Other organizations to consider: OD Network (Organizational Development), IACET (International Association for Continuing Education and Training) and Society for Human Resource Development.

Being a remote employee is not the wave of the future. It is our current way of life. We can master the skills that will create stronger operations and greater flexibility in our own lives. The future has arrived – it is ours to claim.

Written in honor of my fabulous friends at the US Forest Service HR Academy in Albuquerque, NM. You know who you are! Inspired by a midnight email from Rita C.