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Archive for training methods

Have you asked someone to present at your meeting, and they droned on…and on…and your attendees lost interest? Here’s a method with my planner to assure your presenters stay on point.

Do you arrange and/or lead sales meetings? If you do, you’ve probably seen this happen: 

Your presenter rambles into the presentation, wanders around in a vast wasteland of information during the presentation, and then kind of dribbles out of the presentation–no call to action, no close. After that happens a couple of times, your agents don’t want to hear from any more guests or affiliates! 

Don’t Assume the Presenter Knows How to Structure his/her Presentation! 

I’ve led or attended hundreds of real estate sales meetings. Usually, I find the guest presenter (an affiliate or vendor) is anxious to get up in front of our wonderful team and present.

He/she doesn’t know what interests or challenges the audience. He/she doesn’t know how to begin the presentation to get the audience’s attention, how to build a motivating story, and how to create a call to action.

This Presentation Planner Will Help Presenters Organize

After an especially painful group of presentations (5 all in one meeting!), I decided to create a presentation planner for affiliates/guests to use to prepare their presentations. It is based on the concepts and skills I teach in my Instructor Development Workshops and my distance learning version, Train the Trainer. 

Note: I just returned from giving my presentation Knock Their Socks Off: Tips to Make Your Best Presentation Ever, to a national home warranty company. I was so impressed because they wanted to learn the skill of crafting persuasive presentations AND they had set aside time to practice the skill and de-brief. Great skill building and team building session. 

Three Big Questions to Ask your Would-Be Presenters

  1. What’s the challenge agents (or your audience) are facing that your product/service will solve?
  2. Why should the agents (or your audience) listen to your presentation?
  3. What outcomes will agents (or your audience) have as a result from taking the actions you suggest?

Screen Your Presenters BEFORE You Let Them in Front of your Audience!

Here are three things you’ll want to do to screen would-be presenters:

  1. Have them complete the presentation planner here
  2. Ask for a bio from them with testimonials of those who have used their service or product
  3. If the presenter is going to do a course for you, get the course outline (and not just a PowerPoint presentation!) prior to engaging the presenter, along with at least 10 testimonials of those who have attended his/her session (I learned this the hard way after letting an affiliate teach a ‘class’ to my agents and found the course had no outline and the instructor had no real idea of what he was presenting…..)

Following these guidelines and using my presentation planner will assure your sales meetings are a ‘hit’ and your audience walks away with exceptional value.

Grab your Presentation Planner here.

 

If your training is missing the mark, and you’re not getting results, here’s what to do so you get more production and don’t waste your time.

Are you sure you’re offering the right training?

For the next few blogs, I’m offering tips on making your training work better. And, I’ll be offering tips for trainers, too.

Look at your training calendar. If you don’t have one, simply take a 3-month calendar and write in the training you’re providing.

At the end of this article, I’ll give you my Training Calendar Evaluator—a tool to use to see what your training really looks like. I developed this tool when I was regional director for a very large franchise. I wanted to help managers and trainers improve their training programs and calendars.

What’s the ratio of business-producing vs. business supporting training modules you have now in your training plan and calendar?

When I see some training calendars, I can see why their training is not increasing productivity. Most or all of their modules are concerned with business supporting subjects (technical knowledge): Home inspections, the law of agency, websites, social media, etc. That’s all nice, but what does it directly do with creating productivity? Here’s the path to a sale: 

Excerpted from What They Don’t Teach You in Pre-License School (Carla Cross, Noteworthy Publishing, Inc.)

If you want to increase productivity and profits, your training calendar needs to reflect your training in these business-producing areas.

What are you training to that will make a real difference in your productivity and profits next year? Put that in your business plan.

To get my analytical tool, Training Calendar Analysis Tool, click here. I’ve added some questions, too, in most categories, to help you think through these decisions and come up with a blazingly good training program.

Let me know the changes you’ve made based on your evaluation. I want to help you create training with impact, with less work from you!

Help for your Training and Trainers

Do you provide training for your presenters and trainers? I’d love to help you, and them, learn and practice these types of great, quickly applicable strategies. I do trainings and presentations for Realtor trainers, trainers of real estate companies, and affiliates.

Get in touch with me and we’ll talk about your needs. I customize each presentation, too, for YOUR specific audience needs. My background as a performing musician, coupled with my real estate sales, leadership, and training experience, gives me a unique ‘take’ on training trainers. I’d love to help you!  

There’s no reason to lull yuour audience into slumber! Read how to keep them on the edge of their seats!

Do you do presentations in front of people—such as in real estate offices? You may be a title rep, a home warranty specialist, a mortgage rep, a real estate manager, or a salesperson. In fact, almost all of us must get in front of people and present at some time. But, it’s not something we’re trained for. We probably don’t even realize we CAN gain a process, and get some training, to do a great job! So, we just haltingly get up, open our mouth, and hope something comes out…..

As a long-time speaker and member of the professionals’ National Speaker Association, and trainer of trainers, I’ve learned the importance of presentation—no matter what we do. Here are three big mistakes ‘amateurs’ make in presentations, and three major presentation tips that assure your sales presentations will be professional—and effective.

{See a description of my presentation to teach how to craft and give a persuasive presentation here.}

Mistake #1: Launching Right in Without a Great Opening

Recently, I was at a real estate sales meeting. I heard 5 presenters in a row all start their presentations by ‘rambling’ into them. I wasn’t sure what they wanted to say, why they were there, or why I should listen!

Solution #1: Grab a Great Start

What’s your ‘hook’? How are you going to begin your presentation? With a provocative question? With a relevant story? How does that beginning tie to your theme? Sit down and write down your beginning.

Start with a great ‘hook’—something that grabs their attention.

For example, I give a presentation (usually to affiliates) to teach people how to do a persuasive presentation. As a ‘hook’, I start at the piano. They certainly aren’t expecting that, and it gets their attention right away. Of course, then I segue to the rest of the beginning: Pose the problem, suggest your solution, and build a rosy future for following your recommendations. This works great, too, in an open house to grab the attention of the ‘looker’ who’s trying to avoid you.

Mistake #2: Not developing a cohesive solution to the problem and developing it in the middle of your presentation. Instead, these presenters I heard wandered around in a vast wasteland of incohesive facts, figures, and stores with no relationship or relevance to the ‘theme’ that should have been developed at the beginning.

Solution to #2:  Get Persuasive

You need to be selling your point of view always to your ‘audience’. That means to structure your point of view persuasively. What stories, statistics, and facts do you have to shore up your solution—the solution you promised at the beginning? How persuasive are you here?

Mistake #3: Not Crafting a Great Ending

In some of the presentations I heard, there was no ending. The presenter just ran out of time and sat down! What if you heard your favorite tune and it ended about 4 measures before the ending? It would feel and sound weird, right? Well, a presentation without a logical ending feels and sounds ‘weird’, too.

Your ending should re-state your solution that you developed throughout your presentation. It should motivate your audience to action.

Solution # 3:  Bring it Home with a Great Ending

Have you ever been at a presentation that just puttered out at the end? The speaker said, “Well, we’re out of time.” And you thought, “Good”. Remember, a persuasive presentation is just like a popular tune. Bring back the theme at the end. Close by reminding your audience of the rosy future they will have by following your recommendations. Your job during the persuasive presentation is to persuade.

Here’s my point of view: All presentations that anyone gives should be persuasive. You’re up there to persuade your audience to YOUR [oint of view, not just to regurgitate facts and figures. Otherwise, the audience could simply read a scientific report or watch a video (well, the video may be more interesting than a boring ‘live’ presenter…..)

Does your company ask their reps to do presentations? Are your reps trained, confident, and professional at them? I can help! Check out my presentation, where I teach you how to craft a great persuasive presentation. I offer this to local, regional, and national affiliates and trainers. See it here.

Are you rewarding the behaviors you want? And, if so, how?

In this series, I’ll be providing tips to trainers, managers, and coaches on how to get behavior change–in the most positive way. That’s the way to move people forward with confidence.

Whether you’re a trainer, a manager, or a coach, you want to see changes (for the better) in your ‘clients’. How can you accomplish that?

By catching someone doing something they should keep ‘in their repertoire’ and rewarding it.

They want to keep their audience’s attention. I’ll be blogging about that during this series. Right now, I want to narrow this down and talk about one way to get and keep your audience’s attention–and it works to motivate anyone you’re working with:

Behavior that’s rewarded is repeated.

That’s the good news–and the bad news. Generally, when you compliment or reward someone for a good behavior, they will continue that behavior. But, in addition, people will repeat bad behaviors, too, if they are rewarded for them (the prisons are filled with people who demonstrate this truism).

Negative Nellies or Bash ‘Em Bobs?

To further complicate matters, some people were raised with negative reinforcement, and respond primarily to negative reinforcement (“you’re not good enough, you’ll never be able to do this, etc.”) These are the people who beat themselves up dozens of times in their heads for any mistake they make. In evaluations, they’re always hard on others. I had one of these people tell me, “You were great, but I only gave you 8 out of 10. I never give anyone a ’10.” Well, guess what, he is harder on himself that anyone else! That’s a tough way to live, but someone people always look at the dark side.

Accentuating the Positive

I don’t think, generally, that using negative reinforcement is a good strategy to employ, whether in or out of the classroom. So, I’m going to concentrate here on positive reinforcement, and specifically how to do it in the classroom. 

Getting and Keeping Their Attention in the Classroom with Rewards

I just did an instructor update with the very capable instructors of the Realtors of South Central Kansas. One of the topics they requested was some strategies to get and keep the audience’s attention. Let’s zero in, then, on one surefire way to do that, and it’s quick and easy to implement. Not only does it keep people’s attention, it rewards them for those positive behaviors.

For example: What do you do, as an instructor, when someone does a great job in a role play you’ve set up? You reward that behavior. So, here’s the principle: 

Use giveaways for great performance.

What do I mean? Here are some:

One of your favorite books (especially related to your topic)

A pamphlet or book you wrote (I have a small book, literally a ‘small book’ of Big Ideas, that is perfect for this. See it here.*

A CD or DVD

Starbucks card

Entry into a future seminar you’re giving/webinar, etc.

*I’m doing a presentation for Fidelity National Home Warranty Company next month, on how to present at sales meetings to grab people’s attention. So, guess what I’m going to be giving to the facilitators? You got it, the Small Book of Big Ideas!

You’ll Have Everyone’s Attention!

When you reward someone in front of others for a great performance, or being the leader of a group, or being reporter, you can be assured everyone will pay attention. You’re taking the spotlight off yourself and putting it on one of your audience members. 

The big question: What are you doing with your students in the classroom that sets up an opportunity to provide positive reinforcement with rewards? (like role play, reporting, small group facilitation, etc.).

Remember, behavior that’s rewarded is repeated, and you’ll grab and keep their attention!

 

 

 

 

 

Breaking through those barriers: Keys to higher performance from an unlikely source–my piano teacher. 

This year, I’m focusing on performance–higher performance for agents, leadership, and trainers. All of these principles are foundationed in those actions that create higher performance taken from a field that absolutely depends on increasing performance–music.

What does my piano teacher have to do with real estate coaching–or training? Everything. Here’s what I learned about coaching great performance–not from a business coach, but from my great piano teacher (in fact, I’ve had many of them.)

Good or Great?

As you know, some pianists become great, while most others just become good enough to play the notes. It’s the same with trainers’ outcomes. Recently, one of my coaching clients (an owner of a real estate company) asked me, “Why do some trainers and coaches get great results and others don’t–but seem to be working as hard?”

Great question, huh? In fact, if we trainer/coach types knew that answer, we could build our systems so that we assured great performance! So, I went back to my ‘former life’–that as a musician and piano/flute teacher, and thought, “Why do some piano teachers create great performers–and others don’t?”

Why Use Piano Teachers as the Analogy….

I use the analogy of the piano teacher, because it’s easy to hear differences in sloppy and great performance. I’m sure you’ve heard 2 people play the same piece of music. One plays it accurately and one just kind of slops through it. Or, some piano teachers’ students drop out, unmotivated to practice, while others stay motivated, challenged, and achieve high performance–even if they don’t seem to have great talent.

Five Proven Components for Great Performance

From having taken piano lessons since age six, gaining a degree in piano performance, and having taught piano at the grade, high school, and college level, I’ve had an opportunity to see the great and the not-so-great–both teachers and performers. Here are the five components I’ve discovered make the biggest difference in great performance. As you read this, ask yourself, “How am I, as a trainer and/or coach, applying these principles?” “What outcomes am I getting?”

1. Great piano teachers screen in and screen out.

They don’t let just anybody take lessons from them. Trainers and coaches: What’s your ‘screen in’ process? Do you have one? Do you have a list of questions you ask? In our coaching company, we have a prescribed list of questions we ask potential clients (and we unfortunately have to turn down some). I even have a Coach ability Assessment I provide potential clients.

Click here to request your copy.

2. Great piano teachers set expected standards (minimums) during the screening process–not after the lessons start!

Those standards include: Amount of practice each day, recitals attended and played in, going to lessons, etc. What do you expect of your clients? Make a list of at least 5 standards now–and get the ‘mutual expectations’ agreement in writing prior to letting them into your program.

3. Great piano teachers figure out the ‘competency levels’ they want their students to attain–and when they expect them.

How good do you expect your students to get in that one-month training program you’ve been doing? Do you even measure skill levels? Which skill levels to you measure? How? Do you have your students practice their listing presentations until they reach the level of competency you believe the real client expects? What an eye-opener! Make a list now of 5 skills and the level of competency you want your students to attain in your training program. You’ll see your outcomes go way up just by doing this.

4. Great piano teachers get better performance because their excellent students motivate other good students to excellence.

Have you ever gotten yourself into the situation where you felt like you were way above the other people in your group? This isn’t an ego thing–it’s just a ‘I don’t belong here’ thing. Likes attract. Good performers motivate other good performers. Excellent performers stay. Are you creating a self-motivating group–or, are you creating a situation where your good performers will leave for a team that is ‘more like them’? This goes back to those ‘screen in’ and setting competency principles. I know we all feel challenged when people don’t appear motivated. Here’s one of the secrets to fire them up!

5. Great piano teachers provide lavish praise–when deserved.

Behavior that’s rewarded is repeated.

If you have competency levels, you have a way and a reason to praise. Your students/clients know when they have reached those levels–and can expect praise, too! In fact, strong students/clients will ask you for praise. Write down the 5-10 methods you use to appreciate and praise good performance. If you can’t get to 10, figure them out.

But, what about the method? The specific coaching, the training? Yes, the method is important, but the coaching/training techniques above are much more important. I’ve heard some great performers and some poor performers all playing the same kind of music from the same method. At the same time, great methods should have some ‘built-in’ features that assure the trainer/coach is achieving these 5 principles.

Principles, System, Coaching–Putting it All Together

From talking with prominent trainers, managers, and coaches, we’ve pinpointed a need for all those training and coaching today to get the coaching they need to turn out great performers. In my online coaching program for new agents, logoUp and Running in Real Estate, I’ve put these components into the program as an integral way to assure great performance. 

Just updated and revised to make it an easy and fun experience!

 

If you teach: Do you know how you did?

If you rely on people’s comments after the event, good for you. But, what if you knew the good, the bad, and the ugly–so you could keep all the great things and improve on everything else? That’s what a survey can do for you.

At the end of this blog, grab one of my surveys. Click here.

Surveys Should Throw Some of the Accountability to the Student.

I’m a member of National Speakers Association and they are great proponents of surveys. Surveys can do many things for you. Of course, they tell you how you did from the student perspective. But, more than that, a good survey should throw some of the accountability to the student. What was the learning they accomplished? How would they apply it?

We do surveys in our coaching company, both in the middle of the program and at the end of the program. We ask, “What did you learn? What did you apply? Was there any reason why you couldn’t finish the work?” Build some accountability for student learning into your surveys.

You’ll Get Nice Comments for Promoting your Course, Too!

In my speaking survey, I ask attendees if I can use their comments as testimonial. Most of time they very nicely say yes. Testimonials are very, very important to put in your marketing. After all, we believe what others say about us, not what we say about ourselves! Yes, I’m even starting to do video testimonials. (much better than just written ones!)

Here it is: Grab one of my surveys. Click here.

Would you like to be more effective as an instructor?

I can help! Let me assist your association or company. I’ll share innovative training techniques that are easy to apply and instantly energize your audience and help you become more effective–and confident. Contact me and I’ll customize a training to fit your needs:
425-392-6914 or carla@carlacross.com

teacher at boardTrainers: Are you after better performance–or just giving them more knowledge?

Are you standing in front of your students to create better performance, or more knowledge?

I learned this the hard way. After graduating with a degree in piano performance, I applied to and had been awarded a scholarship to UCLA as a graduate assistant in the music department. But, after I was at UCLA a few weeks, I became disillusioned, for I found out that the UCLA music department was all about ‘knowledge’, not performance. Professors earned tenure by publishing papers about sixteenth century Elizabethan madrigals–but they didn’t have to be able to play the madrigals…My interest and experience in music had been performance.

Are You After Better Performance or More Knowledge?

I’ve never forgotten that lesson about the difference in the knowledge about something–and the performance of it. Which is more important in what you are teaching? What do you want your students to be able to do as a result of your presentation/training? Sure, just like musical performance, you must have some technique to perform. But, also like musical performance, lots of knowledge doesn’t make you a good performer.

If You Want Better Performance…

Here are five areas to look at to assure you’re creating performers, not just know-it alls.

1. What percent of your program is instructor focused? That is, the instructor performs. If it’s more than 50%, you have a knowledge-heavy program. Model your program like the piano teacher teaches piano. He talks very little, demonstrates some, and listens to the student play and gives positive reinforcement and re-direction.

The teacher knows he taught because the student can play.

2. Do you choose your instructors based on their knowledge and their ability to deliver the message attractively? Start choosing your instructors, instead, on their ability to facilitate performance. They should be able to demonstrate a role play, set up a role play, and draw conclusions. Like great piano teachers create increasingly difficult programs for their students, your instructors should be able to craft ever-increasing difficult rule plays.

Think of them as creators of ‘virtual reality’.

3. Who is held accountable for the program–the instructors or the students? In most programs, we ‘relieve’ the instructor if he doesn’t get good reviews from the students. The instructor’s the only one accountable. Turn it around. 75% of the accountability should be on the students to demonstrate they have learned the skill. Why? Because, without student accountability, managers get your ‘graduates’ who can’t perform.

4. Is your focus on curriculum? Are you attempting to create value for the program to management or owners by providing more information than the other school? Most training programs could cut 50% of their curriculum and graduate better performers. Instead of focusing on curriculum, create your program as ‘virtual reality’. Have a system that provides a series of “performance building blocks”. Don’t tell them all about playing a concerto. Just tell them enough to let them ‘get their fingers on the keys’.

5. Are the objectives of your program knowledge-based? How do the students graduate from your program? Do they pass a written exam? Managers want a graduate who can perform the activities of a real estate salesperson to reasonably high performance standards. A good training program should identify, teach, observe, and coach performance in several critical performance areas until the student can perform well enough to graduate.

The Right Performance Test

As a piano performance major, each term, I had to play a ‘mini-recital’ in the music auditorium for an audience of four–all piano professors. I couldn’t just talk about music theory, or answer a multiple choice exam. I had to play. And, to pass the ‘course’, I had to play to certain set performance standards. The more your training program resembles the ‘virtual reality’ of your specific performance, the more valuable your program to the people who hired your students –and you.

Raise Your Trainers’ Level of Performance

Carla is helping trainers everywhere become even better at what they do. Why not invite her to work with your association or company? Here are some of the areas Carla addresses:

  • How to put more participation into your courses (so you quit boring them to tears)
  • How to give students a much different experience, by using creative, effective training methods
  • How to arrange your course so it has a natural ‘flow’ and students are really competent by the end of the course
  • Invest in your faculty. They will go out and recruit more great faculty members and your training program with grow with purpose!

Contact Carla at carla@carlacross.com or 425-392-6914. She’ll find out your needs and customize a program just for you.

You work hard when you provide training. How do you assure, though, that your attendees actually take home strategies they know are useful to them?

Trainers: How do you assure that your attendees actually capture strategies that they feel will help them in their careers? Or, do you just expect them to be able to make the leap from what you’re teaching to how they’ll use the information and skills?

The strategy I’m explaining below is excerpted from my training programs, which certify instructors in Washington state to teach clock-hour approved courses. See Train the Trainer, my distance-learning version, or Instructor Development Workshop, my live version. Both can be found at Cross Institute.

The situation: The attendees sits all the way through that day-long class. In the after-class evaluation, he says, “I didn’t get anything I could use.” Oh, boy. Here you’ve worked hard to bring each attendee the strategies needed to propel careers forward. Yet, this attendee (and it’s a common problem), said he didn’t get anything useful from the class.

What’s going on? What’s going on is that attendees may not have a method to translate what you’ve shared in class to apply to their own situations. You need to provide them a method to ‘translate’ your strategies to their solutions, and capture those translations to put to use once they’re out of class.

The Action Plan Method

Here’s a great method to do just that. At the end of your warm-up, or, at least in the first 1/2 hour of your presentation, introduce the action plan. In this section, I have given you a couple of examples of action plans. Also in this section, I’ve made a sheet called your action plan. Put this sheet in your handout, or make it a separate sheet.

Take a look at the Action Plan template here.

If I were teaching this class ‘live’, I would ask attendees to take this sheet out of your handbook and keep it beside you, as you go through this course. I encourage you to include an action plan ‘template’ in your outline when you’re teaching,  and ask the students to take it out of their handbook, and keep it beside them as they go through the course so they can capture action items. These action items don’t have to be things that you say. it’s whatever pops into their heads. Many times when I’m teaching, I tell people that the person with the longest action list gets the most out of the course. So if they paid $250 for the course, and they’ve got an action list of four pages, they really got a $2500 course. Whereas the person who paid $250 for the course, and has three items on the action list, probably should have paid only $50 for the course! (Or, at least that’s the value they got, because they couldn’t apply all the principles and skills to become a better instructor).

It’s not the information you get. It’s what you do with it.

Including this step increases your adult learner’s desire and ability to create practical action steps to implementing the concepts and skills you are teaching.

Adult learners many times don’t have the skills to translate the concepts you’re teaching to ‘real life’. Using the Action Plan process teaches them to learn better.

How do you provide ‘reflection time’ so that your attendees have a quiet moment to think through possible action items and commit?

Let me know how this terrific method works for you!

Can I help your association or business be better in front of an audience? I’d love to create a customized training for you. Here’s what you can accomplish with me:
1. Create an effective 3-60 minute persuasive presentation, so you’ll get more business when you’re in front of 2 or 200 (especially great for affiliates–mortgage and title reps, home warranty companies)
2. Learn and apply new teaching methods to keep our audience engaged–so you’ll get great reviews and more trainings
3. Get exciting, easy, and effective creative training strategies to put more ‘zip’ in your presentations–and polish your courses
Contact me at carla@carlacross.com or call me at 425-392-6914 and we’ll explore how I can help!
How many ways do you teach–and how often do you change your delivery? Is your class boring–or exhilarating to your attendees?

Quick! Count the number of ways you teach. Are you a ‘one-trick’ pony, or do you vary your teaching methods and strategies often?

The picture is from the last Instructor Development Workshop I just taught. My awesome attendees posted what they thought were the most valuable teaching strategies they got from the session. Wow–they won’t be boring presenters now!

Are you stuck in one method?

We all have a favorite method to teach. Why? Because it’s our behavioral ‘style’. Many of us in the real estate industry like to lecture. Admittedly, it’s the easiest. We can control the audience–we think! We are the whole show. We don’t want input. After all, we must know more than the students, right? We are experts. We want to provide lots of information, and we don’t have much time to do it. So, we talk–and talk–and talk.

The problem with the presenter being the whole show…..

Unfortunately, though, the attendees get real tired of hearing us in about 10-15 minutes. Oh, I know. A very few lecturers can be entertainng for longer than that. But, learning studies show that learning drops way off in a short period of time when the students are not involved.

How much do you want your students to learn–and retain?

You would think, that, the more we talk, the faster we talk, and the more information we provide, the more the students grasp and remember. But, as you can see from the study below, that’s not the case. If we’re just talking, the student retains only 20%. But, if we’re using various other training methods, the student retention goes WAY UP.

The REAL Reason We Rely on Lecture

OK. I’m going to throw back the covers on a dirty little secret: We lecture because we aren’t trained in other methods of teaching. In addition, the courses we are given to teach are not even courses–they’re little books, or ‘streams of consciousness’. So we grab them and talk.

The other big problem with relying on lecture

When I teach Instructor Development, the attendees always want to know how to deal with the ‘chatty Cathys’ or the ‘disruptive Dans’. So, let’s look at how those challenges occur. They occur when we rely on lecture. It’s easy to lose control when someone wants to take over and teach the class to us, or argue, or comment with a war story! And, that only occurs when you lecture or hold a discussion.

Divide and conquer

What if you could develop alternative methods to deliver your content? What if you could divide them in various ways so those chatty Cathys and disruptive Dans couldn’t run their schticks? What if you could control your audience with grace? What if you could help your attendees learn more and retain better? What if your attendees could find your training fun, exhilarating, exciting, and engaging? It’s possible if you learn and use other methods of teaching. That’s what we explore and practice in my Instructor Development Workshop, and my distance learning version, Train the Trainer.

Let me help your association or business quit those old boring lectures and make every course come alive with new, creative teaching methods. I’ll customize a training to meet your needs.
Are you doing sales presentations and need to capture interest and action?
Are you doing clock hour trainings and want to put the excitement and participation in your course?
Do you want me to certify your instructors to teach clock hour courses? Contact me and we’ll get it done! carla@carlacross.com
How do you start your course? Is it encouraging, inviting, and accomplishes something? Or, do you just wander into your subject?

Here are three common mistakes we make in starting a course–and what to do to launch it right. This is excerpted from my Train the Trainer distance learning program, that qualifies as an approval method to become a clock-hour instructor in Washington state. 

  1. Mistake One: Not doing a warm-up, or the wrong warm-up

In starting a course,  step one is to create rapport. To do that you use warm-ups. Have you ever been in a class where students were directed to introduce themselves and say what they did? That was a kind of a warm-up, and but it’s just so boring!  You hear about three or four people and you’re thinking, “Oh, please, please just quit before you get to 30 or 40 of them.” You don’t really learn anything, do you? Avoid those kinds of warm ups. In the resource section of Train the Trainer, and my ‘live’ version, Instructor Development Workshop, there’s a list of great books with warm ups and exercises. Get those books, and start thinking about what warm up would be appropriate to what you’re teaching.

My Warm-Up for the ‘live’ Instructor Development Course

When I’m teaching this course live, I start it by inviting people to tell me who their best teacher was, and why. Actually, I don’t have them tell me.  I have them tell each other. Then, we make a list of best teacher attributes. We get people talking to each other, we get them refining things, we get them sharing common things that they have experienced.

Later, when I ask little tougher questions, they’re going to contribute because they know I’m not going to hurt them! And, the people in the class aren’t going to hurt them.

Why I Use the ‘Best Teacher’ Warm-Up

 Why do I use the warm up of the best teacher? Because that’s part of the course. See if you can come up with a warm up that lead you segues you into what you’re going to teach.

2. Mistake Two: Spending Too Much Time Telling about YOU

Have you ever been in a course where the instructor spent the first half-hour (or more), telling the attendees about himself/herself? Don’t do that! You’ll see, from , my courses,  there’s a natural flow to the four-step course launch process. It doesn’t include a half-hour on instructor bio! Instead, you can introduce yourself in 3 minutes. And, provide your bio–and most importantly–why you’re qualified to teach this course–in your outline, in your pre-course email, in a handout, etc.

3. Mistake Three: Launching Right into the Course By Saying ‘We’ve Got a Lot to Cover’

Oh, how exciting!!! It’s about as exciting as saying ‘I’ll never get through that outline, so bear with me.” If you have 3-4 hours of class, take time to go through the four steps as I’ve described in my courses. Those steps include telling the benefits the attendees will get from the course, and then asking them what they want from the course. 

Launching your course is the most important part of the whole experience. People remember the beginning and the end. Be sure your beginning is carefully ‘choreographed’, and you do what needs to be done for specific reasons–not because you saw someone else do it!

Want some methods to ramp up your training? Keep them interested? Reduce your anxiety? Control those pesky audience members? Join me for my unique take on Instructor Development Workshop, coming up Oct. 3-4, 2019 in Bellevue, Wa. Click here to register.