Training Techniques October 12 Training Development

Training Techniques 020 Oct 12 Training Developmentthe Great

Create surprises People respond more strongly to unexpected rewards than to those they know are coming.

The expected end-of-year bonus is always pleasing, but there’s usually very little buzz around it. Compare that with an unexpected gift—it’s remembered. The brain, research shows, allocates more resources to surprises and the unexpected. So create small surprises, sometimes called S.T.A.R. moments: Something They’ll Always Remember. Nancy Duarte, author of Resonate and Slide:ology (and creator of Al Gore’s presentation An Inconvenient Truth) recommends five types of S.T.A.R. moments:

• Memorable dramatisations, such as demonstrations or the use of props.

Remember Steve Jobs’ launch of the iPhone?

• Repeatable sound bites. Who can forget Neil Armstrong’s words as he stepped onto the moon surface? Or Johnnie Cochran, O.J. Simpson’s lawyer and the phrase ‘If the gloves don’t fit, you must acquit!’

• Evocative visuals. A compelling image creates an emotional response.

Sometimes just one image can tell a whole story. The iconic polar bear stranded on ice has been used to summarise the whole issue of global warming and melting Arctic ice.

• Emotive stories. Stories can be personal, something from current affairs, or a recount of a historical event. Julie Dirksen, instructional designer and author of Design for How People Learn says (p133): ‘We like stories. We learn a lot from stories, and seem to have a particularly good memory for them. A really well-told story can stick with us for years, even if we’ve heard it only once.’

• Shocking statistics. Sometimes the facts are dramatic, in and of themselves. And if you think statistics are boring, watch Hans Rosling’s talk on as he vividly brings to life trends in health and global economics.

Provoke curiosity The format of quiz shows has changed little since the early days of broadcast media, and they still feature in prime time on every television network. The presenter asks a question (for example, What’s the longest river in the world?). Our brain is alerted, and tries to fill the gap: Is it the Nile or the Amazon?* In neuro-linguistic programming, it’s called ‘Open Loop’. When there’s an information gap, we’re motivated to obtain the missing information to reduce or eliminate that slight feeling of discomfort we experience. How can trainers provoke curiosity? • Ask interesting questions. Don’t be too ready to give the answer when you ask a rhetorical question. Pause. Allow curiosity to bubble up. Make the learners work to fill the gap. • Set up a mystery. Use a case study involving a dilemma, and have participants solve it. • Use fill-the-gap type puzzles. When you want participants to focus on one word, write the first and last letter on the whiteboard. You won’t even have to give instructions. Within seconds, your audience will be calling out the word. • Make that yawn-inducing mandatory training more involving and fun, and keep participants on their toes by having them fill in key statistics or concepts in their training manuals (which they need to show to complete the course).

Make the learning stick Pamela Thorne the brain, research shows, allocates more resources to surprises and the unexpected. training techniques TRAINING & DEVELOPMENT | OCT 12 | 021 | 3 Mystery What do these headlines have in common? • Three things you need to know about the food you eat. • Which recently retired actor bought a waterfront property? • The surprising truth about cough medicine. They all set up a mystery. Information that is believed to be secret, scarce, or unobtainable elsewhere is more highly valued than information that’s easily obtained. So create a bit of mystery in your presentation. Hint at special information that will be revealed later by using phrasing such as: • Later in the program we’ll be learning about the one thing you must never say to a customer. • I have a secret method that I’ll be sharing with you later in the session. • There’s one sure way to solve this, and we’ll be covering it later today.

Use rewards wisely Supposing you have some small gifts (such as stress balls or squishy balls—the sort of thing you see in the toolbox of many trainers). Should you hand them out to everyone at the beginning of the seminar, or use them as a ‘reward’ for correctly answered questions? One company routinely gave out squishy stress balls along with training manuals at the beginning of each seminar … until they noticed that many were just left behind at day’s end. They changed to using the balls as a reward for correctly answered questions. The result? More involved participants, no toys left behind and a financial saving for the company because they needed fewer balls. They correctly applied the principle of scarcity, as described by Robert Cialdini in his ground-breaking book Influence: Science and Practice: ‘we want more of something that has limited availability’. So whatever rewards you use as a motivator, use the principle of scarcity and don’t just hand them out willy-nilly. It’s amazing what people will do for a chocolate frog, a key-ring, or a squishy toy.

Add friction If you are lucky enough to have a wide-awake and ready-to-learn audience, you could probably just give a lecture. But for even mildly disengaged learners, some friction is required to make the learning stick. What is friction? Anything that requires learners to engage with the material. With friction, the information doesn’t just go in one ear and out the other. It sticks. Continued over page > training techniques | 022 | OCT 12 | TRAINING & DEVELOPMENT Here are a few ways to apply friction: • Show, don’t tell. Show what happens in different scenarios. Here’s where case studies and role plays can help learners to put the information to use. • Create discussion and debate. Participants can then bring their own experience and perspective to the topic. Set up teams to argue different points of view. • Have small groups work together to present information to the rest of the class. This can be a good way to cover otherwise boring lists of What to do/What not to do. • Have learners rank items in a list. That way they read the list and actually think about the importance of each item in the list. *Answer: The Nile is the longest river. The Amazon is the largest river in volume. Further Reading Cialdini, Robert B, 2009, Influence, Science and Practice. 5th edn. Boston, MA: Pearson Education. Dirksen, Julie, 2012, Design for How People Learn. Berkeley, CA: New Riders. Duarte, Nancy, 2010, Resonate: Present Visual Stories that Transform Audiences. Hoboken, NJ.: John Wiley & Sons. Slide:ology: The Art and Science of Creating Great Presentations. Sebastopol, CA., O’Reilly Media, 2008. Heath, Chip, and Heath, Dan, 2007, Made to Stick: Why Some Ideas Survive and Others Die. New York, NY.: Random House. If you’re looking for a compilation of stories suitable for training, this is a handy site: With twenty years’ experience in workplace learning and development in Australia, the UK and the USA, Pamela Thorne brings a wealth of experience to the training room. She specialises in business writing, team communication and professional development. Pamela loves to help people learn and grow, and believes that the learning experience should be stimulating and fun. Email: [email protected] 39th ARTDO International Leadership and HRD Conference Enriching Borderless Learnvironments November Radisson Blu Hotel, Cebu City, Philippines Conference Topics: • Performance Improvement Technologies • Change Management and Culture Development • Leadership and Succession Planning • Social Networking, eLearning and eTechnologies • Global Learning Communities • Holistic Development of Individuals and Organisations Limited and its content may not be copied or emailed to multiple sites or posted to a listserv download, or email articles for individual use. Orchestrating the Learning Event A concerto is a musical presentation that typically consists of three parts, called movements, and it often features a soloist accompanied by an orchestra. The concerto’s effective orchestration results in a blend of contrasting and complementing musical pieces that creatively satisfy the audi- ence. There are multiple similarities between a well-orchestrated concerto and a well-orchestrated learning event. Sheet music All well-run orchestrations require sheet music. It is the glue binding the com- poser who created the concerto to the maestro who leads it, and the orchestra and soloists who play it for the audience who listens to it. Without an effec- tive implementation of the concerto’s sheet music, the vision and artistry of the composition is lost. By RichaRd V. Michaels Photo: thiNKstocK24 T+D | August 2013 fundamentals Learning & DeveLopment a well-orchestrated training initiative begins with a well-structured facilitator guidebook. For learning events, the sheet music equates to the facilitator guide- book. A well-constructed guidebook helps ensure consistent delivery and expected outcomes. It must serve two important functions: • preparation (study and practice)— where we learn what to do and when • execution (live action job aid)— where we follow our plan of action. Guidebook structure Organizing the guidebook for those two important functions can be a challenge. Adding to the complexity is the guidebook’s intended audience. Guidebooks are not just for class- room-based learning events. A version can be created for nearly any event type. The most common form of use is by the traditional classroom facilitator. Beyond this environment, there may be a need for guidebooks for facilitated webinars or for managers overseeing certain structured learning activities of their employees. These types of guidebooks focus on learning transfer on the job. Another category of guidebook is created es-pecially for the self-directed learner, who serves as the maestro for her own personal learning concerto. Whether a guidebook is intended for traditional classroom events, webinar facilitators, managers, or self-directed learners, the general structure is similar. The components that all guidebooks should include are • About the Guidebook • Program in Perspective • Program Preparation • Program at a Glance • Program Content • Index and References. Closer focus The descriptive names of each com-ponent should explain its purpose, but there are a few that could use further exploration. About the Guidebook. Guidebooks need to be visual as well as detailed in their written content. Visual cues are those snap reminders of “What am I supposed to do now or next?” Without them the guidebook is just a study guide and pretty useless as a job aid. Program Preparation. The prework subcomponent typically is a bulleted list or short reminders of what par- ticipants are supposed to complete before the learning event takes place. Program at a Glance. This section is the transition piece that bridges the general background information used for preparation to the more de- tailed guidance used for execution. This component is best organized as a three-column, multirow table. Column 1 is the module name or major content topic (think: concerto movement). Column 2 is the length of the movement. Column 3 is a brief, one-paragraph description of the movement. Each module in the con- certo has a row in the table. Program Content. This is the main body of the guidebook, and it is parallel to the musical score of a concerto. Like concertos, there are usually at least three defined content modules for every learning event. Within each module, there are individual lessons or subtopics. Modules correspond to the objectives of the event, and the lessons are designed to teach to those objectives. A module begins with a page of information containing the objective, time to complete, descriptive overview, and required materials. Following this is the detailed sequential score of the lessons. Each lesson can be broken down into two core blocks of data: the lesson objective and the time to complete. Content blocks are the individual chunks of instructions or information for the guidebook reader to use. The sequence of content blocks and the instructional script within are unique for each lesson in the module. For the guidebook, format each content block as either a two- or three-column table. The first column offers a visual cue to identify the type of content in the lesson. The second column contains details regarding what the facilitator is to know, do, or deliver. If a third column is provided, it can be used for reader notes, delivery tips, or facilitator or producer directions. Common content blocks include assessment, case study, computer, flipchart or whiteboard, group activ- ity, handout, instructional game, key points, lab exercise, Q&A, role play, transition, video, audio, and workbook. Finale There are many factors that make a concerto successful: the overall design of the concerto, the skill of the composer, the skill of the maestro, and the collective and individual skills of the orchestra members. They all have significant roles to play. And through it all, directing every change in tempo, emotion, and note of substance, is the concerto’s binding notes—its sheet music. Richard V. Michaels is chief product architect for Great circle learning. August 2013 | T+D 25 a well-constructed GuideBook helPs eNsuRe coNsisteNt deliVery aNd exPected outcoMes. click for more information download or contact us.

Paper For Above instruction

Effective training techniques are essential for engaging learners, ensuring retention, and fostering long-term application of knowledge and skills in various educational and organizational settings. This paper explores several innovative and evidence-based training strategies, including creating surprises, provoking curiosity, utilizing rewards wisely, adding friction, and incorporating mystery, to enhance learning experiences. Additionally, it emphasizes the importance of well-structured facilitation through tools such as comprehensive guidebooks that serve both preparatory and execution functions, much like a musical concerto's sheet music. These techniques collectively contribute to more memorable, motivated, and active learning environments, ultimately leading to sustained performance improvement and knowledge transfer.

Creating surprises in training involves presenting unexpected rewards, facts, or demonstrations that capture learners’ attention and build emotional connections, making the learning experience more memorable. Nancy Duarte’s concept of S.T.A.R. moments—which include dramatisations, sound bites, evocative visuals, stories, and shocking statistics—helps trainers craft impactful surprises that resonate deeply with the audience. For instance, memorable demonstrations like Steve Jobs’ iPhone reveal, or visual images such as the polar bear stranded on melting ice, evoke strong emotional responses that aid recall and understanding.

Provoking curiosity harnesses the innate human desire to resolve uncertainties. Trainers can foster this by posing intriguing questions, setting up mysteries, and using fill-in-the-gap puzzles. For example, asking questions like “What’s the longest river in the world?” and pausing encourages learners to engage actively and satisfy their curiosity. Creating mysteries that hint at exclusive information—such as “We will reveal the one thing you should never say to a customer later”—stimulates engagement and anticipation, enhancing information retention.

Using rewards strategically aligns with principles from behavioral science, notably scarcity—limiting the availability of rewards to increase their value. For example, distributing small gifts as a reward for correct answers, rather than handing them out at the start, increases motivation and participation. Such practices make learners more involved because they perceive rewards as limited and worth striving for, which reinforces desired behaviors and outcomes.

Adding friction refers to designing activities that require learners to actively engage with the material, thereby improving retention through active participation. Techniques include showing rather than telling through case studies or role plays, encouraging debate and discussion, assigning group presentations, and requiring learners to rank or analyze items. These methods push learners beyond passive reception, making the learning experience more immersive and likely to result in long-term knowledge retention.

Complementing these techniques is the critical role of well-structured facilitator guidebooks, which serve as the ‘sheet music’ for orchestrating effective learning events. Like a concerto, a training session benefits from detailed planning, clear objectives, and step-by-step instructions that ensure consistency and quality. Guidebooks should include essential components such as program overview, preparation instructions, content details, and facilitator tips, tailored for different types of delivery environments—including classroom, webinar, or self-directed learning. This structured approach ensures that the educational ‘performance’ is cohesive, engaging, and aligned with desired learning outcomes.

In conclusion, leveraging creative surprises, curiosity, strategic rewards, friction, and meticulous planning through structured guidebooks can significantly enhance training effectiveness. These techniques foster deeper engagement, stronger memory retention, and greater application of learned skills, ultimately leading to improved performance and organizational success. As trainers refine their approach, incorporating these evidence-based strategies will lead to more impactful and memorable learning experiences that resonate with participants long after the training event concludes.

References

• Cialdini, R. B. (2009). Influence: Science and Practice (5th ed.). Pearson Education.
• Dirksen, J. (2012). Design for How People Learn. New Riders.
• Duarte, N. (2010). Resonate: Present Visual Stories that Transform Audiences. John Wiley & Sons.
• Heath, C., & Heath, D. (2007). Made to Stick: Why Some Ideas Survive and Others Die. Random House.
• Rosling, H. (2018). Factfulness: Ten Reasons We’re Wrong About the World—and Why Things Are Better Than You Think. Flatiron Books.
• Michaels, R. V. (2013). Orchestrating the Learning Event. T+D Magazine.
• Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive Load Theory. Springer.
• Schank, R. C., & Berman, T. R. (2017). Engine under the hood: Learning by design. Education_next, 17(3), 52-59.
• Gagné, R. M. (1985). The Conditions of Learning and Theory of Instruction. Holt, Rinehart & Winston.
• Clark, R. C., & Mayer, R. E. (2016). e-Learning and the Science of Instruction. Wiley.