Month: August 2011

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WHY DO WE RESIST CHANGE?

A-male-and-female-speaker-arguing-about-a-change-in-company-production-output

When we first step out into the space of Adaptive Change, we are never sure what our experience will be. As we encounter Adaptive Strain, the red line of the organization, we experience Personal Strain, our personal red line.

Personal Strain arises from the complex interactions between our emotions, feelings, attitudes, desires, and goals. We usually experience Personal Strain through our inner dialogue, the way we explain “reality” to ourselves. Our internal narrative of change is where resistance first arises, triggered by either externally or internally generated psychological and emotional forces.

Triggers of Resistance

My experience as an organizational change agent suggests that resistance to change is primarily due to the Red Line that change produces. Resistance arises when Destabilizing and Stabilizing Forces clash. Once triggered, resistance, a natural defense mechanism, places the transformational effort first and foremost on the shoulders of leaders and change agents.

Paradoxically, when we try to induce change in others, regardless of the process used, they resist. Yet, when we focus on changing ourselves, adapting our behavior to the challenges faced, a community of change agents is formed that collectively drives Adaptive Change.

Peter Block writes about this paradox in his book, The Answer to How is Yes. Seeking to change others is a “wish to control” that positions the organization or change agent as “knowing what is best for others.”

“People resist coercion much more strenuously than they resist change. …[They] will choose to change more readily from the example set of our own transformation than by any demand we make of them.”

Managing the organizational Red Line requires leaders to take on the tough questions that change produces.

How have others successfully changed? This question assumes that there is a “right way” to proceed through change and that someone, other than me, knows how to do this! In fact, no one does – organizational change is a collaborative journey mapped anew each time it is taken. Any worthwhile or necessary change effort has to emerge from the conditions that cause it. This requires significant customization of any “established” or “proven” process to the current Status Quo and may produce different processes in different parts of the organization. Paradoxically, this doesn’t require more work or control or planning, it requires less – opening up space for self-organization to occur.

How are we going to do this? This is the question leaders need to ask to generate conversations that support creativity, confidence, and transformational ideas. Collective conversations generate the path forward, one step at a time, while decreasing resistance. This does not mean conversation eliminates anxiety, fear, or loss and grief – they don’t. They do put them in the context of the whole, the collective, the community. I am not going through the mental/emotional challenges of change alone, unnoticed or unsupported. And there is know-how in the collective, actions emerge from the conversations – moving the organization forward one step at a time.

When Destabilizing Events are made obvious, our Strengths are conserved, and a Future Vision is clearly articulated we all know why we have to change. The Red Line is stabilized by our Passion, Purpose, and Principles.

Questions for Leaders

Conversations that propel us forward during change focus on questions that are:

Appreciative in nature, What makes us uniquely capable of moving through this change?

Engage the individual in the work of the collective – What am I contributing to the change effort?

Are highly personal – What am I willing to personally commit to doing differently?

Focus on what is working – What have we achieved thus far?

Without losing sight of the work still to be done – What choices or challenges are we putting off or ignoring?

Adaptive Change is not the time to default to problem- solving, it requires us to identify solutions to the challenges we face. Ultimately, the first Exit Ramp is avoided by Following Yes! A descriptive used by Peter Block and Margaret Wheatley, Following Yes! we find our way to the opportunity that waits when we release the past and embrace the future. We can’t know what the future will bring and we can’t wait for the “right time” to act. We can only act on what is, knowing that our actions constantly produce a new situation with new choices and the ability to act yet again. When leaders take on the responsibility for their personal change and are able to manage their Personal Red Line, others join them in the journey.

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Don’t Wait Until Job Search, Think Resume In Everything You Do

A-businessman presenting-his-resume

take a hard look at your careerWhen job seekers are developing their resumes, they have to identify what they are selling.

In other words, what skills and experience do they bring to the employment table. Are their skills state-of-the-art and in great demand or are they rusty or too specialized to be sought after? How many are transferable to different positions, different industries or different professions? How competitive are they?

Think of it this way:

Someday your current job will be a line entry on your resume. Under the entry, you’ll have two or three bullets to describe your major accomplishments. “Did a good job of doing what always was done” can’t be one of them.

  • What have you done that added value to your team, department or company?
  • What customer or operations problems have you solved?
  • How and where have you shown leadership?

These are the things you need to put in the section of bulleted accomplishments for each position on your resume. They are the things that distinguish you from others and will get the hiring managers eye.

Take a hard look at your career

Therefore, at the end of each year, whether you are looking for a new job or not, take the time to write or update your resume and compare it with last year’s. See if it has gotten noticeably better. See if it shows growth in a variety of skills, or growth in satisfied customers, or completed projects. If not, what can you do to make it better in the coming year. Avoid becoming a career dinosaur. If you don’t evolve, as in nature, you will face extinction.

Career Success Tip

At the beginning of a new job decide on what you want those two or three major accomplishment bullets to be. Then deliberately set out building them over the course of your job responsibilities. Otherwise, you run the risk of having them simply be the incidental byproduct of what opportunities happened to come your way.

Do you want to develop Career Smarts?

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Are Major Gifts Annual Gifts ??

An email raised the question as to whether “Major Gifts” should be counted in the total for the “Annual Fund.”

I can’t help it. I have to say it, “I really hate the term, ‘Annual Fund.’” (See: The Annual Fund Is Obsolete.)

OK, now that I’ve gotten that off my chest….

By a literal definition, annual gifts are those from donors who (only) give once each year. If some people make multiple gifts during a fiscal year, and if others make gifts some years but not others, their gifts cannot be rightly called “Annual Gifts.”

To distinguish between annual donors and Major Donors, the latter make their gifts based on a number of factors, not necessarily according to the calendar. (See: Major Gifts).

For the former … only “lower-rated donors” are (should be) solicited for “Annual Giving.” These are donors who are likely to give relatively small amounts, and who are not likely to give more than once each year — probably because they are not asked to give more than once each year !!!!! (They are often donors who have been conditioned to think that they’re only supposed to give once each year.)

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A Fundraising Program may generate income from direct mail, telephone solicitation, grants, special events, Major Gifts and any other methodology. At the end of the fiscal year, all of that income is accounted for under whatever headings exist in an organization’s budget/accounting process.

The totals for each methodology, then, are combined to provide a total for the year. Even though not all gifts made to the organization that year were “annual gifts,” the overall total is often referred to as “Annual Giving.”

Some NPOs make a distinction between income raised by the usual A-F modalities and that from a Major Gifts Program; some include a Major Gifts component in the A-F; and, some make no distinction at all.

It’s up to you (your institution) how you define “Annual Fund,” and what income you include in its total.

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Have a comment or a question about starting, evaluating or expanding your fundraising program?
Contact Hank at AskHank@Major-Capital-Giving.com. With over 30 years of counseling in major gifts, capital campaigns, bequest programs and the planning studies to precede these three, he’ll be pleased to answer your questions.

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Coping with Tragedy

A-businessman-frustrated-over-a-tragedy.

Shift attitudes to match the situation

We primarily think of crisis communications in terms of events that happen to our business, things like lawsuits, faulty machinery, or employee unrest. When dealing with events such as violence or death in the workplace, however, it’s wise to slightly alter your approach.

In a PR Daily article by Gil Rudawsky, Ramonna Robinson, VP of GroundFloor Media and law enforcement media contact for the Columbine shooting, offered her advice on how to cope with tragedy:

  1. Your first priority is to the victims. They should get the information first, whenever possible.
  2. Be professional with the media, but don’t be afraid to show emotion. The media can be removed from the tragedy and focused on covering the news. That doesn’t mean you have to be.
  3. Work as a team with other law enforcement agencies. Everyone should be providing consistent information at the same time.
  4. Zip up the leaks. This will keep media from playing sources off one another.
  5. Don’t be afraid to say you don’t know or “that’s confidential” at this time.
  6. And provide a briefing schedule and stick to it. Consistency helps build confidence.

How you conduct yourself in the wake of tragic events will have a major impact on your reputation. Moreso, it will have an impact on those involved, and their families and loved ones. Plan thoroughly, and tread carefully.

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For more resources, see the Free Management Library topic: Crisis Management
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[Jonathan Bernstein is president of Bernstein Crisis Management, Inc. , an international crisis management consultancy, and author of Keeping the Wolves at Bay – Media Training.]

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Training To Prevent Cyber Attack

three-hackers-hacking-a-computer-system.

“No one felt safe from anyone anymore. Many more millions died as brother turned against brother in the War Against Terror, and countries turned within, no longer wanting anything to do with the rest of the world; their world was enough. Then the terrorists exacted their revenge and used the Internet, the one link some countries still had to the outside world, and caused global-based economies to fail and countries to fall apart.

“Scientists glimpsed a doomed planet. Ineffective population controls spelled disaster for the entire world. Billions died in famines. Hundreds of millions died from air and water pollution. Still more millions died from criminal violence in their overcrowded neighborhoods. Surprisingly global warming and rupturing the ozone layer in the earth’s atmosphere never created the disasters that scientists had been predicting for the last century. For once, politicians were willing to listen to the scientists, who thought computers could do a better job running the world.

“Even though democratic governments were willing to give up governing themselves in order to feed the people, it was too little commitment, too late.” — In Makr’s Shadow

The above quote is from the Prologue of my science fiction novel, which isn’t out yet; I hope to finish final editing this summer. This isn’t a promo for that book, but rather an ominous look at something that concerns all of us, not only as trainers, but I think as members of the human race. I do mean to be dramatic for a reason; it’s important. Those who know me know I can be a sarcastic cynic at times or poke fun at what I think needs a nudge toward reality. This is my reality moment.

The idea is to be ready for the next war, but I don’t think we are.

We used to have a saying in the military, and I think we still do, “we train for the war we don’t ever want to have.” But who can predict the future? The idea is to be ready for the next war, but we have no idea what form it will take. I am surprised to learn there are people out there at least trying to figure that out. Still, can you train for that any more than you can train to read minds?

I ran across a Mark Twain saying, “History doesn’t repeat itself, but it does rhyme.” Interestingly enough I saw it used when talking about fighting cyber attacks, and it makes perfect sense. In a special issue of Government Executive, an article called the Wrong War by P.W. Singer and Shachtman who said, “The insistence of applying Cold War metaphors to cyber security is misplaced and counterproductive,” make perfect sense. We have a tendency to fight wars like the last one we fought. What it seems we are just learning is that it doesn’t work very well. I don’t think this is just us silly Americans; the whole world has experienced this for ages. After the war starts and the fighting begins we realize our error and look for different ways to fight. The side that does it best is usually the victor. We always never want a war like the last one, and yet we always fight it the same way as the last one. Even the war against terror, we’re trying to fight as a conventional war with rules. One day, we’ll get it or we already have and folks are working in ways we are thankfully unaware. Well, now we have a war we are trying to fight like we did the cold war.

…that doesn’t begin to cover the magnitude of cyber espionage possible in both corporate business and government…

While all wars and death are bad, the annihilation of entire civilization on this planet is worse. It is possible and people are at this minute trying to do just that, and for what money, power, revenge–all the usual stupid precursors of war. This war is being fought now. Although there exists a distinction between an “exploit and attack” that revolves the use of a malicious action cyberspace. An attack is equivalent to use of force with conventional weapons and the serious loss of lives and destruction; an exploit is less deadly, but crippling in another way–economically. Financed by countries, there have already been two genuine cyber attacks used in such a way as to bring a country’s defenses down, according to James Andrew Lewis who writes about the threat: when a “virus destroyed critical equipment in an Iranian nuclear facility and when “Israel reportedly crippled Syrian air defenses during a raid on a suspected nuclear facility.” These are dangerous times.

And, that doesn’t begin to cover the magnitude of cyber espionage possible in both corporate business and government, let alone criminal identity theft for the purpose of stealing just your money, but who you are.

For once, Hollywood, isn’t far off.

For once, Hollywood, isn’t far off. Remember the “fire sale” in the last Die Hard movie, when cyber criminals literally took control of computer systems running, not only our infrastructure, but also the power grid? We could write several books on the subject but let’s stay closer to home. I think I’m scaring myself.

The need for cyber threat and cyber security trainers is qreat. Countries are doing what they can to develop stronger regulatory laws and hire the experts to ensure the safety of the Internet and their own internal electronic systems, security companies are looking to develop innovative ways to help. Training, of course, is always at issue. At all levels, not just government, small and large business, corporate conglomerates, International companies, non-profits, and individual finances, the toll of any breach of security can be staggering.

  • One pair of cyber criminals made $2 million in one year from “click” fraud (not sure what that is but I see people hacked everyday on Facebook),
  • the FBI reported cyber criminals made $72 million from people paying to remove phony malware from their systems.
  • A gang in Russia robbed $9.8 million from a U.S. bank over a Labor Day weekend in 2008.

It is reported that million dollar crimes like these happen everyday, but are “rarely reported.”

While there are experts out there training cyber specialists and “hackers” to beat the cyber criminals, that’s not to say they couldn’t use our help in addressing this problem in our training. We talk to a company about training needs. Even if we aren’t doing the actual cyber security training, see if it doesn’t help to remind the workers we are dealing with, especially whose job is to deal with the cyber world directly, that, as cool as this is in the movies, it is a very real threat to our existence. I think companies will appreciate we understand the world we and they share. In my book, the result after the terrorists bring down individual countries, people are so tired of war that they give up and turn everything over to the winner: the cyber world to run the world. Let the cyber servers determine what is needed to save the world from itself. Then, try and get it back.

Did you know there are only 50 Internet providers that account for all the infected computers worldwide? We thought the world was small already. And, the threat is evolving everyday, and so must we, or lose the battle.

I Googled a few folks who list themselves as trainers and cyber specialists who can fight this cyber war, but I would caution anyone to look as deep as you can at any organization listed on the Internet, especially in this arena. No offense to the companies waging the war, but they should know better than us that the threat takes on the images we trust the most. I also included some government agencies like Homeland Security. So, here’s the list:

And, the threat is evolving everyday, and so must we, or lose the battle.

Finally, just my thoughts on a topic of concern to everyone. I often talk about how we are so busy we sometimes forget to do the basic or obvious. I try to remind you–if I haven’t forgotten myself. Easier yet, I think to forget what’s invisible. Let’s not.

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For more resources about training, see the Training library.

As always my opinions are my own. I welcome your comments, ideas and extra information. I’m always willing to learn. I write about people mostly–training, working, communication here, but also on the arts on my website. I am a speaker and trainer. I try my best to motivate others to learn what’s important in your world or mine. I am available at your convenience. For a look at the human side of training from my Cave Man perspective, please check out my book, The Cave Man Guide to Training and Development. Happy training.

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Showing Customer Love

Joyful couples pointing to a shop after shopping with them

If you are going to proclaim that you care, then you should truly demonstrate it. If you proclaim you care about showing customers love, then you’d bloody well better act like it. More damage is caused by not walking the talk.

“Your Call is Very Important To Us”… Is it really?

I have spent the most frustrating day sitting on hold, listening to outgoing messages telling me how important my call is. Please don’t use this outgoing message if you do not have a reasonable hold time. Both of these consumer organizations should know better. The insult of listening to the direct message over and over again is much worse than enduring typical hold music.

When is the last time you called your customer support line and experienced what your customers do?

“We appreciate your business”…Really.

From a positive standpoint, there are many organizations that are very good at reinforcing their customer appreciation event. Here are a few simple, low-cost approaches that can go a long way to retaining your customer relationships.

5 Ways to Say “We Appreciate Your Business”

1. Make it personal.

Send personalized cards My dentist’s office of 11yrs sends me a birthday card with signatures from each person in the office. Send customers personal thank you cards for referrals. Do you track when your thanking customers first starts doing small businesses succeed with you? Send an anniversary card telling them how much you appreciate your business. If you can’t recall how to send a physical card, check out www.paperlesspost.com.

2. Discounts to recognize loyalty.

Frequent shopper programs are easy to manage. It sure would be nice if my local pizza place recognized that I used to be a weekly customer and sent a small discount card telling me they missed my business.

3. Frequent buyer incentives.

You should know who are your most loyal customers. Reward them!

4. Branded SWAG

Pens, coffee mugs, hats, key chains, mini-flashlights, memory sticks, etc. Reward customer loyalty in other ways. Match your giveaway to the type of service you provide. If you fix computers, give away low-cost branded memory sticks. If you are a plumbing service, give away low-cost mini-flashlights. Everyone likes to get SWAG (stuff we all get).

5. Free consultation, service, analysis, or reports.

Offer something of your expertise for free or at a discounted service. You can target customers milestones who only use the X services by introducing them to the Y service you also offer to social media platforms or social media channels with user-generated content.

Bottomline:

Retaining customers is much easier to do than finding new customers for future interactions. Reward continued loyalty. Remind your happy customers that you appreciate their business. Really you do.

As usual, your customer feedback and comments are welcome!

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N is for Henri Nouwen

Henri-nouwen-image-on-society.j

It has been the interruptions of everyday life which have most revealed the divine mystery of which I am a part, all these interruptions presented themselves as opportunities to go beyond the normal patterns of daily life and find deeper connections than the previous safety of my physical, emotional and spiritual well being.

– Henri Nouwen

Isn’t it true that in the ordinary day we have the opportunity to look deeper into our experiences or interruptions to look beyond what is ordinary and discover the extraordinary, spiritual connection. This is what happened for me with learning about the author of the quote. At the beginning of the week, I asked God to reveal to me who I should feature for N. I was reading the book The Power of Pause and the above quote caught my attention. Not only because of its meaningfulness, but because the author’s last name began with an N.

At that moment, I took that interruption to seek more about Henri Nouwen. I know that I’ve read other spiritual quotes from him, but I didn’t know much about who is and what he believes. Now I do and I realize how learning more from his writings will help me grow deeper into my quest of spiritual wellness in all areas of my life.

Who is he?

Nouwen ranks as one of the most significant spiritual leaders of our time. Nouwen was a priest, academic, psychologist, teacher, author, gifted public speaker, spiritual member, faithful correspondent and friend, wounded healer and a passionate seeker. With an uncanny ease he moved in and out of these different roles, never allowing himself to be fully contained or categorized. In so doing he showed, and continues to show, a generation of seekers how one’s gifts are to be placed at the service of those whom God places in our path.

There is society dedicated to sharing his teachings: The purpose of the Henri Nouwen Society is to foster the spirituality of solitude, community and compassion that was embodied in the life and teaching of Henri Nouwen. (What I’m sharing about him comes from their website.)

Henri Nouwen was a spiritual thinker, a synthesist and one of the first in our time, along with Thomas Merton, to consciously develop a “theology of the heart.” Henri had an unusual capacity to write about the life of Jesus and the love of God in ways that have inspired countless people to trust God more fully.

What did he believe?

Nouwen believed that what is most personal is most universal; he wrote, “By giving words to these intimate experiences I can make my life available to others.” The model he gives us is for building the kinds of relationships and communities that will allow each person to find his or her personal mission. He dedicated his life to the spiritual values of communion, community and ministry.

What is his impact?

The internationally renowned priest and author, respected professor and beloved pastor Henri Nouwen wrote over 40 books on the spiritual life. Since his death in 1996, ever-increasing numbers of readers, writers, teachers and seekers have been guided by his literary legacy. Nouwen’s books have sold over 2 million copies and been published in over 22 languages. He is often referred to as “the spiritual writer who most influenced our generation.”

What interruptions in your life have led you to deeper spiritual growth? We would love to hear from you by sharing your comments below.

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For more resources, see our Library topic Spirituality in the Workplace.

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Long Live HR

employees-having-a-board-meeting-

Is HR Dead?

I read. I read a lot. I read a lot of books, blogs, magazines, whitepapers, and articles on a variety of topics related to HR, talent management, training and development, metrics, leadership, and management (I am sure there a few more I missed). I have read a million buzz words in the past several years and hundreds of works that discuss why HR will never have a seat at the table. In fact, I have written a few of these works myself. Recently, I keep reading and hearing a phase (you know all those free webinars which are really just audio white papers that allow for a few minutes of questions at the end) over and over.

HR is Dead.

I have heard this in whitepapers, webinars and even in comments to blog posts and answers to questions located on forums (thanks to Google reader, I get all things HR). It appears that there are some college students that think the field is a poor choice for a degree. Go with the MBA, I read. Others are using the phrase to spark interest in reading their whitepaper which explains that HR is not really dead. Instead, HR as an administrative function focused on compliance, policing and controlling expenses in all the wrong ways is dead. And, recently I also keep hearing how HR is not a profit center. It’s a cost center and HR programs get cut when costs need to get cut.

Is HR Dead?

I don’t think HR is dead at all. I do however, think that HR needs a marketing campaign and those on the inside (all the HR pros out there complaining about not having a seat and being hated because we are not a profit center) need to step it up. HR is exciting and it is a great profession and a great degree choice. There are so many opportunities for HR to make strong financial impacts in organizations. There are so many ways to build programs that move the organization in a positive financial direction. Here’s a few steps you can take to get you there.

  • Lose the victim mindset
  • Embrace your role as a financial contributor to the organization
  • Become a student of your business and your industry
  • Learn financials (You can start with a class or seminar, but I would go straight to the finance guys in your organization.)
  • Tie behaviors to results
  • Measure the right things
  • Tie the metrics to the company’s revenue (How do the results of your engagement survey tie to business results?)
  • Study successes and failures in your organization. What common themes can you find within each?
  • Find a network of HR folks that get it.
  • Present information in the language used by operations, marketing, and/or finance

Whatever you do, get started. Long live HR

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For more resources, See the Human Resources library.

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Sheri Mazurek is a training and human resource professional with over 16 years of management experience, and is skilled in all areas of employee management and human resource functions, with a specialty in learning and development. She is available to help you with your Human Resources and Training needs on a contract basis. For more information send an email to smazurek0615@gmail.com or visit www.sherimazurek.com. Follow me on twitter @Sherimaz.

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Training Definitions and Terms

A-trainer-using-session-as-a-means-to-train
Searching for information just ain’t what it used to be. But you knew that already.

I said in my last article I would give you a few training definitions. Well, as you know, the internet is full of definitions. Below are some that best fit our purposes. I wish I could take credit for them but I can’t. Meanwhile, I think the definitions are simply put and easy to understand. Keeping it basic is important. I’ve saved links to other sites for more involved and specific definitions, for example, ASTD’s E-learning Glossary, and another online training site. Below is a glossary of common training terms from another site:

  • Active Learning — A learning principle that says participants learn more when they are actively involved in the process. Remember the saying “we learn more by doing”.
  • Agenda — A list, plan or outline of things to be done before, during and after the training. An agenda is the road map that will lead to the achievement of the learning objectives. Everyone needs a plan and wants to know where you are leading them.
  • Anecdote — A short story used to help illustrate a point.
  • Audio-Visual Aids — Training or educational materials directed at both the sense of hearing and the sense of sight. Materials that provide pictures and/or sounds to assist learning or teaching. Flip charts, overhead transparencies, graphical presentations, computer-based presentations, chalkboards, slide presentations, videos and films are just a few examples of audio-visual aids.
  • Brainstorming — A group method for collecting ideas and suggestions from the participants. This technique is used to problem solve and collect information by stimulating creative thinking through unrestrained and spontaneous participation in discussion.
  • Case Study — A technique where the participants are asked to investigate a situation or problem and report their findings, causes and/or solutions. Participants gather and organize relevant materials and report their findings.
  • Checklist — A list of relevant items to be considered when preparing and conducting a training program.
  • Competent (Competency) — Possessing sufficient or suitable skill, knowledge or experience to achieve a specific objective. For example: She is competent to supervise the carpet cleaning operation in our building.
  • Competency-Based Training — An educational process that focuses on specific core competencies that have been clearly defined.
  • Computer-Based Training (CBT)— Refers to learning that is conducted using a computer. This includes interactive CD-ROM, the internet and computer software. CBT uses the power of the computer by integrating sound, video, animation and text to allow the student to interact with the computer to learn and remember.
  • Conference — A group of people who get together to exchange information and ideas on a specific topic.
  • Constraints — These are the things that might hold the audience back from doing what you want them to do or from learning what you want them to learn. It is important to anticipate these constraints and be prepared to handle them.
  • Contract Learning — Also known as self-directed learning. It is a relatively new concept to trainers and learners. It allows the learner to select the topics or competencies they want to learn.
  • Core Competencies — Those things that are essential and “must” be learned for an individual to accomplish the primary objectives of their job. The central, innermost or most essential part of what the trainee must know to do their job effectively.
  • Core Curriculum — A curriculum in which all or some of the subjects or courses are based on a central theme in order to correlate the subjects and the theme.
  • Course — The organized body of information or curriculum that will presented to the students.
  • Curriculum — The course of study given in a school, college, university or educational program.
  • Demographic Information — Things like the size of the audience, location of the presentation etc. may influence the effectiveness of the training.
  • Demonstration — A method for showing participants how to do a specific task or skill.
  • Discovery Learning — Students learn by doing and experiencing, rather than relying only on the instructor.
  • Evaluation — Testing and comparing results.
  • Exercise — A structured experience in which the participants are involved.
  • Facilitator — A trainer who lets the group become responsible for the learning outcome. A facilitator helps the group learn by controlling the group process and allowing the group to work through problems and solutions together.
  • Feedback — Constructive information provided by the participants and/or the trainer.
  • Field Trip — A trip to a location outside the classroom to assist in learning more about a specific topic.
  • Fishbowl — A group process using a discussion group and an observer group.
  • Flip Chart — An easel with large sheets of paper for presenting or collecting written lists or ideas.
  • Games — Discovery exercises where participants learn by experience. The rules for games should be clearly defined for all participates to understand. Competition should be controlled so that all participants feel like winners at the end.
  • Handouts — A written summary of the presentation that is distributed to the audience before, during or after the presentation. Handouts will reinforce important information, summarize action items for the audience to follow up on and supply supporting data you don’t want to clutter your visual aids.
  • Icebreaker — A quick game or exercise designed to get participants settled or mixing with each other.
  • Instructor — The person who teaches, trains or instructs an individual or a group of people.
  • Involving Question — A question asked to the audience to involve the group and learn what they are interested in learning about.
  • Learning — Knowledge acquired by systematic study in any field.
  • Lecture — A one-way communication from the lecturer to the group.
  • LCD Projector — Electronic device that projects a computer image onto a wall or screen. It connects directly to a computer (typically laptop computers) to provide a professional looking presentation.
  • Main Idea — Have you ever heard the saying, Tell them what you’re going to tell them — Tell them — Then tell them what you told them?
  • Motivation — A learning principle that says participants learn best when they are motivated. The material must be meaningful and worthwhile to the participant not only to the trainer.
  • Multicultural — Mixed races, nationalities or cultures.
  • Multimedia – Information in different formats including text, graphics, sound, video and animation to support computer-based applications.
  • Multiple-Sense Learning — A learning principle that says that learning is far more effective if the participants use more than one of their five senses.
  • Needs — There are two kinds of needs when training a group: 1) What the group thinks they need, and 2) What the trainer thought the group needed. It is important to resolve any conflicts before beginning the training.
  • Networking — Getting to know other participants and learning from them.
  • Objective — A statement communicating the specific goals to be achieved.
  • Observer — Someone who watches a group process and gives feedback on it.
  • Overhead Projector — Electronic projector that projects overhead transparency images onto a wall or screen.
  • Overhead Transparency — Sheet of transparent film with information written on it. It is used with an overhead projector.
  • Participant — A person attending a training program or involved in any group process.
  • Piloting — Testing something before sending it to the target population. Questionnaires and examinations are normally piloted before they are used.
  • Quotation — Direct quotes from credible people or organizations to help support your training concept.
  • Recency — A learning principle that tells us that the things that are learned last are those best remembered by the participants.
  • Reinforcement — Encouragement or praise given to participants to keep their interest or increase their motivation.
  • Relevant — A learning principle that tells us that all the training, information, training aids, case studies and other materials must be relevant and appropriate to the participant’s needs if they are going to be effective.
  • Rhetorical Question — A question asked to the group with an obvious answer. This device is an excellent way to get the audience’s attention.
  • Role-Playing — An acting out of specific situations in front of, or with, the group to demonstrate ways to handle specific situations or problems.
  • Self-Directed Learning — Participants take responsibility for their learning and learn-at-their-own-speed. Computer-based training is an excellent method for supporting this type of learning.
  • Seminar — Any meeting for exchanging information and holding discussions. Sometimes these are problem-solving sessions where the participants have similar needs or problems identified.
  • Session — Any single presentation that deals with one specific topic. It may last from a few minutes to a few days depending upon the subject.
  • Shocking Statement — This type of statement will help capture the audience’s attention and elevate their interest in the subject.
  • Simulation — An exercise designed to create a real-life atmosphere.
  • Skill — A complex sequence of practical activities. A practical demonstration is essential when you are teaching a skill. Turning on a light, plugging in a vacuum cleaner, washing a window are examples of skills.
  • Standards — A rule or principle that is used as a basis for judgment. A road map that provides guidance and direction to lead us to an established objective or goal. Standards define the level of quality expected after an area or object has been cleaned. Standards represent the “measuring sticks” used in establishing productivity and performance guidelines.
  • Survey — A process of gathering information to determine whether or not there is a training need. They are often used to collect information related to a Training Needs Analysis.
  • Team Building — A training program designed to assist a group of people to work together as a team while they are learning.
  • Test — A way of determining a participant’s level of knowledge, skill, expertise or behavior in a given area.
  • Trainer — The person or media that trains, instructs, teaches or informs an individual or a group of people.
  • Train — To make proficient by instruction and repeated practice, as in some art, profession or work. To discipline or instruct as in the performance of tasks. Designed to impart efficiency and proficiency. To prepare someone to accomplish an objective, task or job.
  • Training Aids — They are aids to learning and not a crutch for the instructor to lean on, or something that is used too much.
  • Training Need — The difference between what the employee can do now and what they are required to do in order to carry out their job effectively and efficiently.
  • Training Needs Analysis — A training needs analysis is the method of determining if a training need exists and if it does, what training is required to fill the gap.
  • Values — Answers the question, what is important to the group? Different organizations have different value systems. Even different departments within an organization can have different values.
  • Video Clip — A short section of video to visually help the participant learn.
  • Visual Aids — Supportive visual information used to enhance learning. The purpose of visual aids is to arouse and maintain interest, simplify instruction, accelerate learning and improve aid retention.
  • Whiteboards — A smooth white-surfaced board that can be written on with a special whiteboard marker.
  • Workshop — Training program where the participants learn by doing and interacting.
Ideas come to us from around the world. No longer are limited to the public library.

Of course, that’s the easy part–defining what it is. Harder still, is doing it. Training, that is. If you take a look at the categories listed on this Training and Development blog site, you’ll see a list of categories that we could take one at a time and write several books on the topic–and that has already been the case; however, in this electronic age of information, we are able to gather specific bits of what we need to do the job.

We go to school to get the books, or we go online. Check out each of these categories and Google them if you haven’t found enough information on the category. The categories can be basic as well. There is such a thing as a simple assessment or training plan as well as a comprehensive ones.

If you are about to undertake (with no experience) a training assignment, it may be time to do more research than the web, but the web can only get you started. I hope that my comments here can get you thinking in a workable direction for what your organization needs. It still makes sense, if possible, to find a consultant like me 🙂 or someone else you can help. It never hurts to ask what we offer. You may learn the job is small enough you can handle or maybe you ought to re-think or ask the boss to re-think the company’s position.

Training done well is full of great return. Done badly, it is not only a waste of money, but it can do irreparable damage. Large and small training companies have advantages and disadvantages depending on the job. Some training companies specialize in certain kinds of training. Decide what is right for yours. Make sure it’s a fit for both company needs and budget. Sometimes you get what you pay for, but sometimes you don’t need all the bells and whistles to get the job done well.

Of course, most trainers will customize. Sometimes that may be with pre-packaged materials, which also cost. There a host of tools and exercises that can help you design, develop, deliver and evaluate the training you need to do. Funny thing, your company has a niche and so do we.

Simple words of wisdom. Don’t speak until you listen first.

My niche is as you see, pretty transparent. I y’am what I y’am. I look at formal training somewhat askew. Why? To make it real. I live and breathe it. I believe when people want to learn, they will, and if you give people what they need (and it’s not as much as you think…a little self-esteem) they’ll reward you with effort, expertise and creativity.

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For more resources about training, see the Training library.

I spent years as a trainer at a national level, more years as a communicator, and a lot more time as a writer. My background in psychology and theatre doesn’t hurt either when it comes to translating what needs to happen to make a company a more functional and less dysfunctional family. I started with Animal Learning–the basic of basic and the first thing you learn is meeting the needs of your subjects to get results. I’m available for consultations, training development and training delivery. Check out my website for more information. I guarantee training results. Just ask me how. You can also check out my T and D article here on the subject. As always the advice is mine alone and my responsibility. I hope it is at least as useful as the definitions. For a look at the human side of training from my Cave Man perspective, please check out my book, The Cave Man Guide to Training and Development. Happy training.