WorkSMART Blog

woman presenting in front of colleauges

Presenting - Training - Facilitating

by Susan Landay on Nov 30 2012
For a long time, I’ve been aware that Trainers don’t consider themselves Presenters. Whenever Trainers Warehouse tried to sell “presentation” products, our customers were clearly not into them. These days, as I’ve been attending a handful of conferences, I recognize that the corollary is also true — Presenters do not consider themselves Trainers. While both are trying to impart information, the goals and processes of training and presenting are quite different. I began digging a little deeper into the differences and found an article by Dr. Denise Meyerson, explaining key differences. Following is an excerpt: The Key Differences Between Presenting, Training and Facilitating “How do I know what skills sets I need to present, train or facilitate? What are the key differences between these methods?” This is a question that we are frequently asked by trainers, project managers and other senior team members. In an organisational context, these three areas do cross over fairly frequently and there are also some differences in terms of definition and application. Presenters Presenters have information and expertise They deliver in generally a one-way stream to an audience The skills sets they need revolve around use of voice, design of powerpoint sessions and body language Use of Powerpoint slides for greater effectiveness Facilitators Facilitators are not attached to an outcome They need to be able to use a series of different processes to address the content Their key area of expertise is using and applying the right processes with the group to achieve the agreed end result Trainers Trainers have a key role in enabling participants to come to their own conclusions about content Trainers need skills in a range of creative training techniques to ensure that change takes place in learners Trainers need skills in imparting knowledge that sticks with their participants and embeds into long terms memory In order to understand which skill set is required, you need to look at the ultimate outcome of what you want to achieve with your group.” by Dr Denise Meyerson The thing that’s most interesting to me is that so many presenters are satisfied with the one-way stream of communication. I wonder if it’s because of expectations, expertise, or available time. All of the brain research I’ve read suggests that people absorb information best if they participate and move around physically. So here we all are, subjecting ourselves and each other to presentation after presentation, when most of what we deliver or hear will be forgotten within a few weeks time.
Cone of Learning graphic - Edgar Dale - how much to you remember after 2 weeks? 10% of what we read; 20% of what we hear,...

Myth and Mystique of Learning Pyramid

by Susan Landay on Oct 04 2012
The Myth: The image Edgar Dale’s Cone of Learning is so tempting. For those of us who are advocates of active learning, it visually tells us that talking at people and lecturing, just isn’t enough. We do better as teachers and trainers if we let learners see, hear, experience, try and teach it back to others. But here are the problems with this model, first introduced by Dale in 1946: Somebody added those very neat percentages sometime later The model could never be substantiated by research findings It’s not so linear as presented – adding “hear and see” over “read” cannot be relied upon add to learning by another 10 or 20% The Mystique: Why do we like it so? The Metiri Group did a study that was commissioned by Cisco in 2008, called “Multimodal Learning Through Media: What the Research Says.” This meta-analysis examines the myth of The Cone and suggests, The person(s) who added percentages to the cone of learning were looking for a silverbullet, a simplistic approach to a complex issue. A closer look now reveals that one size does not fit all learners. As it turns out, doing is not always more efficient than seeing, and seeing is not always more effective than reading. Informed educators understand that the optimum design depends on the content, context, and the learner.” The paper goes on to explore types of memory, the science behind how people learn, the impact of “Interactive Multi-modal” learning over “Non-interactive Uni-modal” approaches, and concludes: The reality is that the most effective designs for learning adapt to include a variety of media, combinations of modalities, levels of interactivity, learner characteristics, and pedagogy based on a complex set of circumstances. In general, multi-modal learning has been shown to be more effective than traditional, uni-modal learning. Adding visuals to verbal (text and/or auditory) learning can result in significant gains in basic and higher-order learning. The meta-analytic findings in this report provide insights into when interactivity augments multi-modal learning of moderately to complex topics, and when it is advantageous for students to work individually when learning or building automaticity with basic skills.” Does the Pyramid point us in the right direction? Yes and No. This is the question that James Lalley and Robert Miller explore in their paper, “The Learning Pyramid: Does it Point Teachers in the Right Direction?” published in Education in 2007. After concluding that the Cone of Learning (with those percentages) cannot be proven, they move on to examine the more credible research available on these various learning methods. Though not intended to be comprehensive, they wished to determine if each of the identified methods do result in improved learning retention. No. . . After looking at each method in turn, direct instruction (lecturing), reading, audio-visual, demonstration, cooperative learning, practice by doing, and teaching other, they concluded: … use of each of the methods identified by the pyramid resulted in retention, with none being consistently superior to the others and all being effective in certain contexts. A paramount concern, given conventional wisdom and the research cited, is the effectiveness and importance of reading and direct instruction, which in many ways are undermined by their positions on the pyramid.” The key points here are: “Lecturing” does not fully encompass the Direct Instruction in which teachers now engage. Teacher-facilitated learning, has experienced a paradigm shift from “Sage on the Stage” to “Guide on the side,” whereby teachers incorporate active listening, coaching, mentoring and facilitation. Dale’s Cone of Learning does not adequately capture this new reality. “Reading” is now seen not only as an effective teaching method, but as the main foundation for becoming a life-long learner, and is therefore a critical component of a learning experience. And Yes. . . If we were to draw any conclusion based on the pyramid, it would be that the methods be thought of as on a continuum as opposed to in a hierarchy. . . . this returns us to the assertions of Dale (1946) and Dewey (1916) that for successful learning experiences, students need to experience a variety of instructional methods and that direct instruction needs to be accompanied by methods that further student understanding and recognize why what they are learning is useful.”  
illustration of man dealing with barrage of emails coming out of a computer

A Sane Approach to Email

by Susan Landay on Aug 22 2012
As much as I think this would help me, I think it’s a great reminder to facilitators and learners alike! The synopsis of this article on email comes from Kim Marshall’s synthesis in The Marshall Memo. “Every minute you spend on email is a minute you’re not devoting to doing something awesome,” says Central Connecticut State University professor Jason Jones in this thoughtful Chronicle of Higher Education article. “You’re not writing a new article or designing a new assignment or running a new experiment. You’re not jogging. You’re not playing with your kid. You’re not sleeping.” Not staying totally on top of e-mail won’t get you fired, he continues, but it can make us feel overwhelmed, stressed, and (ironically) disconnected. “We thought that the platforms and devices that make communication and access to information preposterously easy meant that we would be able to get our work done more efficiently,” says Jones. “And that might even be true. But just as we misjudged the theoretically paperless office that generates more paper waste than ever, we missed the fact that those devices would expand our work exponentially.” He isn’t saying we should trash our devices and stop using social media. Rather, he’s suggesting that we manage our expectations – and those of our colleagues and loved ones. His suggestions: • Chunk e-mail. “Keeping your e-mail up all the time, checking every few minutes for new messages, is a recipe for witless inattention,” says Jones. Process your e-mail in batches a few times a day – and don’t pick times of the day when you have lots of energy. Those times should be devoted to doing your real work. • Explain your expectations to others. If they don’t know about your chunking strategy, they’ll get upset if you don’t respond to e-mails immediately. • Turn off the ‘new message’ notifications on all your e-mail programs. “It doesn’t matter whether you have new mail, because you’ll be checking it in a few hours anyway,” says Jones. Getting buzzed every few minutes destroys concentration. • Use rules and filters to process your mail. It’s easy to set up a filter that will deal automatically with shipment notifications from Amazon and file interesting links for later reading (Instapaper does the latter). When he’s immersed in a project (for example, grading papers), Jones turns off all e-mail except for a special account that his wife uses. • Realize that few e-mails need a handcrafted response. “Text-expansion software (on a Mac, try Text Expander) is now sophisticated enough that you can save yourself a remarkable amount of time and energy in processing simple messages,” says Jones. • With social media, give yourself permission to miss stuff. This is not a “hanging crime,” he says. “The always-on mentality is not a culture that promotes the best work, which really ought to be our focus. When we pull back from our devices in order to engage more fully in our work, we’re not choosing ivory-tower withdrawal or faux-Luddite refusal. We’re helping to build a more tolerable, attention-friendly future.” “You’ve Got Mail. And Better Things to Do” by Jason Jones in The Chronicle of Higher Education, Aug. 10, 2012 (Vol. LVIII, #43, p. A53-54), no e-link available
B&W image of Yale University arch with title: Lux et Veritas (light and truth)

Teaching the Learning Virtues

by Susan Landay on Mar 05 2012
Maybe it’s the fact that I have two elementary school-aged boys that this article on virtues captured my attention. Ironically, it addresses teaching virtues in college. However, I believe facilitators and teachers should always model these five virtues, whether we’re teaching young students, young adults, or grown-ups. They include: The love of truth Honest Courage Fairness Wisdom Admittedly, I’m also a graduate of Yale University, where the motto is “Lux et Veritas,” that is Light and Truth. The article, “Colleges Should Teach Intellectual Virtues” by Barry Schwartz and Kenneth Sharpe, was synthesized in this week’s Marshall Memo. Five Virtues That Schools Should Model and Teach In this Chronicle of Higher Education article, Swarthmore College professors Barry Schwartz and Kenneth Sharpe say colleges and K-12 schools need to go beyond teaching knowledge, academic skills, and critical and analytical thinking and instill certain intellectual virtues. Here is their list, which they say is exemplified in KIPP (Knowledge Is Power Program) schools and Harvard Medical School’s third-year program in a Cambridge, Massachusetts hospital: • The love of truth – “When a significant minority of Americans reject evolution and global warming out of hand, the desire to find the truth rather than ‘truthiness’ cannot be taken for granted,” say Schwartz and Sharpe. • Honesty – “Students need to be honest because it enables them to face the limits of what they themselves know, encourages them to confront their mistakes, and helps them acknowledge uncongenial truths about the world,” say the authors. This goes beyond refraining from plagiarism and cheating; it means facing up to ignorance and error and accepting reality. • Courage – This is standing up for what one believes is true even when other people disagree – including those in authority. • Fairness – Students need to evaluate the arguments of others fair-mindedly. “They need humility to face up to their own limitations and mistakes,” say Schwartz and Sharpe. “They need perseverance, since little that is worth knowing comes easily. They need to be good listeners because students can’t learn from others, or from us, without it.” • Wisdom – This, say Schwartz and Sharpe, “is what enables us to find the balance between timidity and recklessness, between carelessness and obsessiveness, between flightiness and stubbornness, between speaking up and listening up, between trust and skepticism, between empathy and detachment. And wisdom is also what enables us to make difficult decisions among intellectual virtues that may conflict. Being fair and open-minded often rubs up against fidelity to the truth.” How do we teach these virtues? Primarily by example, say Schwartz and Sharpe – in how teachers ask questions, how we pursue a dialogue, when and how we interrupt, how carefully we listen, and how often we admit that we don’t know something. “We are always modeling,” say the authors, “and the students are always watching.” “Colleges Should Teach Intellectual Virtues” by Barry Schwartz and Kenneth Sharpe in The Chronicle of Higher Education, Feb. 24, 2012 (Vol. LVIII #25, p. A72), https://chronicle.com/article/Colleges-Should-Teach/130868/”
Teamwork Tuckman Style - training supplies

Teamwork Tuckman Style

by Susan Landay on Jan 18 2012
When I was growing up, gymnastics and skating were my passions. While I loved my sports, I always regretted never playing on a real team–the closest I got was being one of three sisters. Nowadays, I have two young boys who are completely into team sports–baseball, basketball, and soccer are among their favorites. Usually, when we arrive at the field or the gym, the energy is palpable. When a team works, it works! But like most kids, my boys have also been on teams that simply never gel. The same happened to our Boston Red Sox last summer. When that happens, nobody wins! The same is true for teams within organizations and teams of students working together. Whether you’re building a high-performing corporate team or engineering an effective learning environment, your attention to how the team forms and works together can make a huge difference in the groups’ overall success. If we use Bruce Tuckman’s model for small group development, introduced in 1965 and amended 10 years later (that’s when he added “adjourning”), I think we can improve both learning environments and team performance. Following are the characteristics of each stage: Forming (group comes together) Leader plays a crucial role Individuals roles and responsibilities are unclear as participants start testing the leader and each other Storming (conflict and polarization) Team members vie for position as they attempt to establish themselves in relation to other team members Clarity of purpose increases but plenty of uncertainties persist Cliques and factions form and there may be power struggles Norming (cohesiveness develops) Group agrees on shared goals Roles and responsibilities are clear and accepted Big decisions are made by group agreement. Smaller decisions may be delegated to individuals or small teams within group. Commitment and unity is strong Team engages in fun and social activities Performing (focus on goals) The team is able to work towards achieving the goal. Disagreements occur but now they are resolved within the team positively Roles become flexible and functional, and group energy is channeled into the task. Structural issues have been resolved, and structure can now become supportive of task performance Adjourning (break up of group) Group completes tasks and reduces dependency on each other Teams feels good about their accomplishments Team experiences the loss of breaking up and moving on Applying the Model Tuckman’s model has been widely used and analyzed. Many have reflected that the stages are neither as distinct from one another or as linear as the model suggests. For trainers and teachers, the most important takeaway is the acknowledgment that whenever we ask groups to work together (even if the task is as simple as “share your insights and report back as a group,”) they will experience the forming-storming-norming-performing stages in some form. We should consider how we can ease the early-stage challenges, so they can quickly reap the benefits of later stages of working together. In light of this model, we might: Facilitate their selection of a “leader” Help them identify goals or challenges Be clear about their purpose and process Encourage the sharing of ideas Maximize the long-term benefit of the relationships they built during the session
Banner title: gamification

Gamification for Training

by Susan Landay on Oct 07 2011
I recently came across the term and book Gamification, by Gabe Zichermann and Christopher Cunningham, which seems to have taken the marketing world by storm. The word refers to “the use of game play elements for non-game applications.” Companies are using it to make their websites, social media, and mobile apps “sticky, viral, and engaging to their customers.” I also had the pleasure of meeting Gabe after his recent presentation at the NEMOA Direct Xchange Conference for direct marketers. As I listened, I considered not only how gamification could help Trainers Warehouse, but more importantly, how it could help teachers and trainers understand and maximize the effectiveness of learning games? My reflections on how gamifying learning is both old and new, can be found on both the Gamification blog and below. Gamification History While it’s a hot buzzword for today’s marketers, it’s hardly a new concept for teachers and trainers. In the early 1980′s the term “edutainment” came into vogue as software developers looked to create applications that would be both educational and entertaining. Their goal, three decades ago, was to marry children’s computer games and learning. Two decades ago, in the early 1990s, Active-Learning (AL) became a much talked-about topic in the adult learning world, and has continued to grow in popularity since then. Active learning covers methods such as class discussions, “think-pair-share,” student debate, video discussions, role playing, and of course, game-play. In fact, during this time, Trainers Warehouse, has grown as the go-to source for creating tools, toys, and games to make learning more innovative, fun and effective. Although the concept is not new, watching the evolution of Game-Based Learning (GBL) has been exciting. In grade school, I remember matching games were quite popular, as a method to learn vocabulary or concepts. 10 years ago, Jeopardy-like games were the go-to game paradigm for energetic, competitive learning reinforcement games. Today, we look to games to do even more heavy-lifting—not just help to reinforce and remember information already presented, but we look to games as a way to introduce new information and engage the mind in fun, challenging, emotional, competitive, and memorable ways. As an example, see how third grade teacher, Mr. Pai, has transformed his class. Finding Games Ideas for games that support a variety of learning initiatives are everywhere – in books, in card decks, for sale online, for free in blogs and in social media discussion groups, for hire through consultants. Games seem to have been created to cover every topic under the sun — icebreakers or openers, teambuilding, communication, leadership, project management, process improvement, customer service, sales, marketing, banking, you name it. Making Games If you can’t find a game already created for your content, you can create your own. Lots of “game guys” are out there waiting to create a snazzy customized game for you, complete with all the latest and greatest in game design. It will take some time and some “kish-cay” (my son’s term) – but it’ll be good. However, if that is simply cost-prohibitive, you can still “gamify” your training with popular game structures or “Frame Games,” (a term that Dr. Sivasailam Thiagarajan, a.k.a. “Thiagi” uses), consisting of generic shells into which you can load your own content, for instant customization. Some games are geared toward information discovery—that is, learning new information. Others act as learning reinforcement and memory aids. Many do both. Following are some popular options. Jeopardy-like games This is my starting point, because it’s so popular and familiar. Although there are many free versions online, those tend to be loaded with advertisements and do not look particularly professional. The great thing about Jeopardy-like games is that they can be easily adapted for live, webinar, and online learning. They can also accommodate individual play, team play or “all-play” needs. Although Jeopardy is often perceived as a reinforcement game, you can also use it to introduce new material—starting and stopping the play to explain a new concept, explore nuances of an answer, or clarify confusion. Other TV Game Shows the vendors listed above also base learning games on TV favorites such as: Family Feud, Who wants to be a Millionaire? Wheel of Fortune, Money Taxi, Hollywood Squares, etc. You can easily add your own content into these games. Points and Prizes First, consider what behaviors you’d like to reward – participation, correct answers, timely attendance, etc.? Next, choose a currency to award when students display that behavior. It can be points, play money, self-made scratch tickets, raffle tickets, candy, tokens, or anything else collectible. At the end of your session, reward a prize to the winner and/or the one who’s made the best comeback. Throwables Balls connote game play. They can be used to call on individual contribution or team play. You can easily toss a ball around to solicit contributions. To make a game of it, set people into teams and reward points for correct answers, or take away points for “dropping the ball” with an incorrect answer. Interactivities Interactivity Games are a new style of participatory play developed for online learning. They are generally short and quick, and can be easily inserted into your online course, no matter what authoring tool you happen to use. Sports games, puzzles, flashcards, and Jeopardy-style games all translate well to the online learning environment. What we can learn from Gamification Clearly, we have a myriad of options when it comes to training games. The question for us seems to be not whether to play, but what to play? and how to play? in order to maximize effectiveness. Be aware that true Gamification experts optimize playing experiences for a range of player types, identified by Bartles as Killers, Achievers, Socializers, and Explorers. As trainers looking to simply engage our learners at a deeper level, we haven’t segmented our participants into Player Styles (we have enough industry debate Learning Styles!). Perhaps that’s our next challenge. Meanwhile, let’s embrace the findings of our friends in the marketing department, who have done the research to know that game play is most satisfying when players get to: Compete (against themselves or others) Accumulate points or currency Move to increasing levels of difficulty Face new challenges and celebrate achievements View success and status on “leader boards” that show the highest-ranking players. Indeed, many of the games listed above are successful game experiences because they already employ many of these basic techniques. They are also effective learning techniques because they motivate participation, evoke emotion, challenge the brain, and engage our minds. However, like marketers, let us always keep in mind our reason for playing. For trainers, it’s not to win customers, build fans, or collect survey results – but our games do have a purpose. We are responsible for the growth and development of people. We must view games as engaging vehicles for learning and only select games that will achieve our desired learning results.
Two colleagues in deep conversation

Are you listening? 10 ways to hear better!

by Susan Landay on Jun 06 2011
Posted by guest blogger, Betty Lochner, Cornerstone Coaching & Training As I started writing this article, I looked at other related blog posts and found that I’ve written about listening skills more than any other topic this year. I guess I just won’t let go of the fact that, in my humble but correct opinion, listening is the most important communication skill of all. Sure, we all know listening is important. But do we really pay attention to how important is really is? Let me put it this way – being a good listener can transform relationships and improve the quality of your life! I promise! Why is that, you say? Well, first, listening makes sure that you understand what is being said without making assumptions or filling in the gaps during a listening lapse. And, second, when you really listen to someone to hear what they are saying, you make them feel appreciated, interesting, and respected. Isn’t that really what it’s all about anyway? Here are 10 ways to become a better listener 1. Face the speaker. Sit up straight or lean forward slightly to show your attentiveness through body language. Your body language will say much more than your words — always. 2. Maintain eye contact. Of course, do that to the degree that you all remain comfortable (don’t be a creeper!). Don’t be distracted by anything. Don’t answer the phone, move away from the computer, and put down whatever you are doing. 3. Minimize internal distractions. If your own thoughts are pushing through, consciously let them go and re-focus your attention on the speaker. Note: this will take some practice! You will get better at focusing if you genuinely concentrate and train yourself to re-focus. 4. Focus only on what the speaker is saying. Try not to think about what you are going to say next, or how you will defend yourself. It’s okay to pause to think a minute before you respond. Research shows that, on average, we can hear four times faster than we can talk, so we have the ability to sort ideas as they come in…and be ready for more. 5. Respond appropriately. Show you understand by saying riveting things like “yeah”, “uh huh”, and “hmmm”. Murmur and nod. Raise your eyebrows. Say words such as “Really,” “Interesting,” as well as more direct prompts: “What did you do then?” and “What did she say?” For this to be helpful, you must be genuine in your reactions. 6. Keep an open mind. Wait until the speaker is finished before deciding that you disagree or believe what is being said. Try not to make assumptions about what the speaker is thinking, and for heaven’s sake, don’t interrupt! 7. Keep your great advice to yourself. Resist the urge to give advice or share your experiences. Assume they just need to talk it out. Unless you are specifically asked for advice, don’t give it. 8. Engage yourself. Ask questions for clarification, but, once again, wait until the speaker has finished. That way, you won’t interrupt their train of thought. After you ask questions, paraphrase their point to make sure you didn’t misunderstand. Start with: “So you’re saying…”, or “It sounds like….” 9. Be okay with silence. Silence is very engaging! Don’t worry if there is a natural pause in the conversation. Learn to settle into the silence and use it to better understand what is being said. 10. Say thank you first. Always thank the person you are listening to for sharing with you before you respond. Ironically, as your listening skills improve, so will your aptitude for conversation. A friend of mine once complimented me on my conversational skills. I hadn’t said more than four words, but I had listened to her for over 20 minutes. Improve your listening skills and improve you conversations, relations, and okay, I’ll say it: improve your quality of life! __________________ Betty Lochner is the Owner of Cornerstone Coaching & Training. She specializes in personal and organizational transformation and is the author of Dancing with Strangers: Communication skills for transforming your life at work and at home. To find out more about Cornerstone’s services and offerings visit our website:
Bruno Mars singing

Play music in training . . . legally

by Susan Landay on May 25 2011
Many trainers love to play music during training events — to create a welcoming environment, relieve stress, energize participants and more. The big question always seems to be “What’s the best music to use?” However, the more important question, which is not being asked, is this: Can I LEGALLY play my favorite songs in the classroom? I made a few calls to get to the bottom of it and find out the answer. For all music, copyright laws require that you must obtain permission; in other words, you must purchase a license from ASCAP, BMI, or SESAC (these are THE three companies that manage most all of the music licenses), or you must pay a royalty directly to the performers. Some select music CDs are created and sold along with explicit public performance rights. While this is not the norm, Trainers Warehouse and a few other educational product merchants have created CDs with this permission explicitly granted. For these, you do not need to contact ASCAP, BMI, or SESAC. You can also look at RoyaltyFreeMusic.com. So, what does it take to do it right? ASK FIRST! Corporate Training Events: If you’re conducting training at a large company, most likely they will have gotten blanket permission to play music in their lunch rooms, break rooms, fitness center, telephone hold lines, at events, etc.. Ask if they have a music license, and if so, you’re all set to play the music you want for that company. Training at a hotel, restaurant, or conference center: Venues such as these are generally responsible for getting permission to play music, too. Ask if they have a music license, and if so, you’re set to play music at that location. Public schools: All public schools are exempt from licensing requirements (according to my contact at BMI). Universities and Colleges: Like companies and venues, most universities have obtained blanket licenses based on their student and faculty populations. Smaller businesses without a music license: If the company you’re training does not have a music license, you are responsible for obtaining permission to play music publicly. See “Permission and Pricing” below. Permission and Pricing To obtain permission to play music for smaller companies that don’t already have a blanket license, the 3 performing rights organizations mentioned above, ASCAP, BMI and SESAC, can help. They represent songwriters and publishers and their right to be compensated for having their music performed in public. The licensing options you can discuss with them include: Permission to play just a handful of songs: If you have a short list of songs, they can tell you the publisher/copyright owner of each. You would simply email your list of songs, along with the name of the recording artist and/or studio. Blanket music in business license: This allows you to play any song you want in any location. Pricing is based on number of employees. To give you an idea of the how much money we’re talking about, ASCAP’s minimum is $234/year for up to 498 employees. To be covered, however, you would need to get this license from each of the three organizations. Training and development license: If you’re conducting training for larger organizations, but your classes tend to be smaller, you might want to purchase this license, whereby you pay approximately $.50/attendee, or an annual minimum of $398/year (according to ASCAP). Trade show, meeting, and conference license: This could run $180/yr or $.06 /attendee (according to BMI). Contact information ASCAP – The American Society of Composers, Authors, and Publishers I spoke to Jane Wingo, who was very nice, had lots of answers, and gave me permission to share her contact information online. You can contact Jane by phone:888 -720-1137 or by email: jwingo@ASCAP.com BMI – Broadcast Music, Inc. Anyone in the licensing department should be able to help you. You can contact them by email or phone . . . email: research@bmi.com phone: 888-689-5264 SESAC – Society of European Stage Authors and Composers. Don’t be deceived by the name. SESAC represents many US musicians, as well as European artists whose music is played in the United States. Click here to Get a License. Phone: 800-826-9996
Bloom’s Taxonomy - one step at a time - training supplies

Bloom's Taxonomy - one step at a time

by Susan Landay on May 09 2011
Spring is here, at last. In the Northeast, where I live, the flowers are finally in bloom. It makes me smile every time I drive down the block. So, it seems fitting to reintroduce Bloom’s Rose, a model for learning that was developed in 1956. What does it mean for us today? It reminds us not to ask students application and analysis of new material until they’ve mastered the basics. Each level of learning builds on a previous step. According to Blooms Taxonomy, cognitive learning follows this pattern*: Knowledge – the base of the pyramid requires learners to describe, identify, and recognize new learning concepts. Comprehension – illustrate, explain, interpret. Application – organize, generalize, apply. Analysis – compare, categorize, prioritize. Synthesis – combine, invent, create. Evaluation – critique, recommend. *A colleague just wrote to request that I update my example of Bloom’s Taxonomy. She said, “the revised taxonomy is in verb forms and recognizes ‘Create’ as the highest level.” I have to admit that as I was considering the model, I too thought that creating showed a higher level of understanding than critiquing it. Thank you Sue Ellen! While Benjamin Bloom published this concept in a handbook called The Taxonomy of Educational Objectives, back in 1956, this wisdom still pertains today. Learners must be able to illustrate and summarize learning, which reflect “comprehension,” before they can critique or recommend, which require “evaluation.” Click here for a larger version of Bloom’s Rose. Bloom identified three domains of learning — cognitive (thoughts); affective (emotions); and psychomotor (physical movement)–each of which follows a fairly similar taxonomy. And because I’m a strong believer in using mnemonics to remember things, try this: Kind, capable actor appreciates speedy employment. p.s. There has recently been an online discussion about the changes to Bloom’s Taxonomy. Patricia Harrold, CPLP, explained: “The model was updated in 2001 after a former student of Bloom’s, Lorin Anderson, put together a team to update it – targeting relevance primarily as well as accuracy in so far as how we achieve various levels of learning/competency. The team was made up of cognitive psychologists, curriculum theorists, instructional researchers, and testing and assessment specialists. It took over 5 years for the team to update the taxonomy to their satisfaction. Which when you compare and contrast the original to the revised… wow that’s a long time to make what appear on the surface as small changes. Yet, I believe they were significant to our understanding and utilization of the taxonomy.” Here are some additional links that you might find useful: Comparison of old and new models: https://projects.coe.uga.edu/epltt/index.php?title=Bloom’s_Taxonomy A multi-dimensional revision of Blooms Taxonomy: https://www.celt.iastate.edu/teaching/RevisedBlooms1.html Reconceptualizing Teaching and Learning in a Technocracy (2001 model): https://education.ed.pacificu.edu/aacu/workshop/reconcept2B.html Exploration of Blooms Taxonomy used for critical and creative thinking: https://eduscapes.com/tap/topic69.htm Synopsis and background; https://edorigami.wikispaces.com/Bloom’s+Digital+Taxonomy
Training Circus - training supplies

Training Circus

by Susan Landay on May 01 2011
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Lessons from a Professional Clown-Turned-Trainer A few years ago, more than 200 clowns attended the 40th reunion of Ringling Bros. and Barnum & Bailey Clown College recently. Although today I am president of Trainers Warehouse, I’m proud to say I was one of them. While in the reunion spirit of reflection and reminiscing, I realized that the lessons learned from clowning and the mottos that were ingrained in me 20 years ago when attending Clown College have influenced both my training style and my product recommendations, as we search for great new tools to add to the Trainers Warehouse catalog. It occurred to me that these lessons might also resonate well for teachers and trainers. 1. KISS – Keep it Simple, Stupid As human beings, we are complex creatures with complex minds. Language allows us to communicate nuanced thoughts and complex theories. This usually works well when we are talking one-on-one with another person. Even so, consider how many times we’ve had miscommunications with a spouse, family member, friend, or colleague. The challenge of clear communication is magnified when we address larger audiences. In fact, the more people involved, the greater chance for misinterpretations. Hence, the clowning motto, “keep it simple.” Clowns perform in an arena with audiences of tens of thousands, seated in as many as five balconies. When performing before groups of this size, it’s critical to simplify both the content of our “gags” and our movements in performing them, so that every person in the audience can “get it,” without working too hard to interpret what they see. Teachers and trainers should keep it simple, too, and understand that it’s hard to learn new material. Just like a clown gag, simplicity is important as it relates to both content and the presentation or explanation of it. Cut down the clutter and boil your material down into easily digestible parts. Practice your delivery so that it is concise. Make sure directions are clear and easy to follow. 2. Make it BIG! For clowns, everything we do must be big-again, so that everyone can see it, even those in the highest balcony. Every movement and facial expression is exaggerated. Each clown’s makeup is tailored to the individual’s face, emphasizing the person’s natural facial contours. Good make-up will help the clown broadcast a range of facial expressions, be it a frown or a smile, to large audiences. The “Make it BIG” lesson for trainers is to keep their eye on the big picture and not get muddled in the details of the lesson plan. Stay focused on the goals and purpose of the training and periodically check in with your group to ensure they’re picking up the biggest, most important points. Reinforce your big points with exercises, activities, examples, and simulations that illustrate and emphasize their importance, thus making them memorable. In the spirit of clowning itself, remember, too, that gestures, props, and vocal volume should be scaled to the size of the group. Subtle gestures or quiet asides will be lost on larger audiences. 3. GET in, GET the laugh, GET out! In clown vernacular, the motto “get in, get the laugh, get out,” refers to the goal that we keep our gags quick, tight, and funny. The rest is unnecessary . . . especially given the number of acts awaiting Ring Two (commonly referred to as the center ring.) Don’t waste time meandering without a purpose. This stay-on-task lesson is a good one for trainers concerned with the ROI of their training. Every aspect of the training session-each game, icebreaker, and activity-should have a content-related purpose. Help your group appreciate your sense of purpose. Be transparent. Tell them exactly why they are doing an exercise such as a role-play or icebreaker. The “get out” aspect of this principle is one I’m least comfortable with as a trainer. Teaching and training are not finite processes with a precise endpoint. Learning requires frequent reminders and follow-ups to ensure success. Still, we must recognize that in each phase of teaching and training, there is a point at which the teacher should “get out” and let the implementation of learning happen. It doesn’t mean you’ll never be back, only that you are done for now. 4. Relax and let it happen My Clown College dean Steve Smith once told me, “I can always see the gears spinning in your head. Just relax. Let it happen.” At the time, we were practicing chair falls. It probably didn’t help that in the early years of my life I studied the precise movements of gymnastics and ballet, and that at Yale I simply studied, studied, studied. But the lesson was important nonetheless. Whatever was going on in my mind shouldn’t be the concern of my audience. I needed to make it look natural and effortless. As a clown, this meant I needed to be able to “take a hit” or “put a pie in someone’s face,” juggle, walk on stilts or fall on my face without having the audience worry that I would get hurt. Since medieval times, performers like clowns and jesters have been tasked with this same challenge: to entertain the royal court and help reduce their stress. The funny antics should take their minds away from everyday worries, not add to them. As teachers and trainers, we need to do the same for our audience of learners. Create a stress-free environment that will enable maximum learning. Brain researchers have asserted that one of the biggest destroyers of memory is stress. When we are stressed, our bodies release high levels of cortisol into the bloodstream. Cortisol is known to destroy glucose, our brain’s only food source (T. Konstant, “Teach Yourself Speed Reading”). We can reduce learning stress in several ways: First, trainers must know their material and practice their presentation and facilitation techniques. We should come to sessions prepared. If our group has confidence in us, and our ability to help them learn, they’ll feel more relaxed about the process. Second, trainers can help individuals relax by using icebreakers to introduce them to fellow students, by playing relaxing music, by integrating humor into workshops, and by putting stress toys on the tables for learners to fiddle with. If we, as trainers, are relaxed, and we help our students to relax, the learning WILL happen. 5. Laugh at yourself As clowns, we’re taught to laugh at ourselves, at human weaknesses, and at any kind of difficult situation. Clowns aren’t too worried about embarrassment or helping people save face. To the contrary, if someone spilled soup on their fancy tie, tripped on the way down the aisle to receive an award, or got a really bad haircut, we laughed. We didn’t politely ignore it. We looked for humor in everything, purposely embarrassing ourselves with the goal of getting a laugh. As facilitators of learning, we can appreciate the vulnerability that people feel when pushing their comfort levels and trying new things. The truth is, foibles are an important part of learning. So, trainers and teachers must create mindsets and environments that encourage and celebrate students’ efforts. Here are some ways to set a tone of acceptance: Purposely trip on your way up to the front of the room . . . and laugh at yourself Poke a little fun at yourself and encourage laughter Give a prize or award to the first person to answer a question incorrectly Discuss ground rules with the group (for example, when is it appropriate to laugh at a gaffe? When is it hurtful?) Insert cartoons or humorous graphics into your presentation  Pull out a rubber chicken. As a clown and as a trainer, my job has been to entertain people and help them grow. Based upon the brain research I’ve read, I believe that entertainment and learning go hand in hand. Individuals are more receptive to learning and better at absorbing new materials when they feel good. So, whenever I train, I’ll continue to keep my Clown College mottos in my back pocket, along with my rubber chicken.
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Your Voice Reveals More Than You Realize — Here's How to Play It Well

Your Voice Reveals More Than You Realize — Here's How to Play It Well

on May 12 2026
I was delighted to have Hilary Blair share insights as a vocal coach and facilitator of leadership development at a recent Show & Share. We explored how our voices reveal more about us than we realize — and how balancing tone, breath, and delivery can sharpen our impact as trainers and facilitators. Hilary's live demonstrations are invaluable, so I encourage you to listen to the recording alongside this summary. Balance your Treble and Bass We spend so much time thinking about and tweaking our content that we often don't think about our voice and the impact it has on our message and our audience. A deep bass voice can come across as resonant and soothing, but can also be hard to understand if not balanced out. A higher-pitched treble voice adds warmth and meaning, but can become a little grating over time. You can experience the difference yourself: say "hee," then place your hands on your chest and say "hey" — you'll both feel and hear the vibration. The trick is to balance your treble and bass registers as a way of also balancing warmth and clarity. Project your Voice through your Breath If you want to be louder, you can't simply push more sound out of your throat — it comes from letting your breath flow outward. Give it a whirl. First, try speaking as if you've just eaten onions and don't want anyone to smell your breath, then without that restriction. The contrast is immediate. Balance your Vowel and Consonant Sounds Vowels are open sounds, like a free-flowing river. Think of the slow, cooing sounds you'd make with a baby: "oooh, aww, mama." Because vowels require more air to produce, they carry the emotional content of your message. Consonants, by contrast, carry the intellectual content — think of a detective clipping out, "Tell me the facts, the facts, and the facts only." Vocal experts often describe consonants as the banks of the river. As Hilary puts it, "vowels are associated with the emotional and consonants with the intellectual content." This is why doctors delivering test results often stick to crisp consonants — they may be intentionally minimizing emotional weight. When trainers try to make themselves clear, they often default to emphasizing consonants. But elongating vowel sounds can actually improve clarity just as much. Try this: say "What are your questions?" quickly, focusing on the consonants. Listeners might get the impression you're not really open to hearing any. Now say it again, more slowly, opening up the vowel sounds — notice the difference. Remember to Exhale and Get the Air Out A deep breath is really more about the exhale than the inhale. Focus on the release, and let your breath flow freely. When you exhale intentionally, the inhale will follow naturally — it's a physiological response. Voices that Become Too Much Hilary discussed several vocal patterns and their impact on communication effectiveness, including what she calls the "too much club" — where people are told to reign in some vocal habit. Here are a few patterns to watch for: Monotone — Often adopted to sound serious, professional, or not too dramatic. But monotone strips away the musicality of your voice — the "prosody" — that helps people actually absorb your message. Precious Voice (the preschool teacher voice) — This happens when we push our voice from our throat in an attempt to sound sincere. It often comes across as the opposite. Upspeak — Raising your voice at the end of a phrase may feel like a way to avoid being pushy or overwhelming, but it's frequently perceived as sounding incompetent, uncertain, or young. Hilary compared upspeak to a dog rolling over to show it's not a threat. However, phrases that "land down" tend to be received as more credible. Vocal Fry — The most relaxed, low-effort voice. It can sound like you simply don't care, and is often associated with an overly casual affect. None of these patterns is inherently "bad," but they can get in the way of connection and clarity. The key is awareness and intention. Vocal Care in Training Settings Vocal fold swelling is the main cause of voice loss — but a few simple exercises can help. Humming vibrates your vocal cords, increases blood flow to the area, and helps reduce inflammation. It's also a great warm-up for this reason. "Raspberries" (blowing air through relaxed lips) force you to release your breath and relax your delivery. Voice Coach Q&A A few participants shared specific challenges, asking Hilary for some quick tips. Highlights include: To avoid being perceived as "preachy" during C-suite presentations, Hilary suggested opening your throat, being careful not to swallow your words; maintaining dialogue rather than monologue, especially when presenting to senior executives. For those who tend toward mumbly speech, Hilary provided exercises to help with clearer enunciation. Practice mouth movements using tongue twisters like “Ba-da-ga” (forward and backward) or "bodega." Reserved speakers looking to develop a more passionate communication style can avoid vocal fry during intense conversations by focusing on breath control and voice modulation. Your Voice as an Instrument Your voice is one of your most powerful tools as a trainer or facilitator — and like any tool, it improves with awareness and practice. Your voice is already an instrument; you just have to learn to play it intentionally. Start with one technique, notice the difference, and build from there. And don't forget to check out the recording to hear Hilary bring these concepts to life. Learn More A playlist of Videos on Voice The Voice and Speech Trainers Association Subscribe to Hilary’s ARTiculate: Real&Clear newsletter Hilary on Linkedin
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