THIAGI GAMELETTER: December 2011

Toolkit

The Case Method

Recalled: A Sample Case

You and a few other trainers are about to conduct a series of technical training sessions in India. You are now being briefed about your first international assignment. Your facilitator gives you a case and asks you to spend 15 minutes analyzing the content.

Your first task is to read the case, analyze it, identify key issues, write down significant points, and get ready for a discussion. It is obvious to you that the Indians in the story don't like women trainers. You try to keep an open mind, however, and come up with other ideas about Harriet's problems. After 15 minutes, your facilitator starts a discussion by inviting Ethan to present his analysis of the case. He then asks for someone else to present an alternative analysis. This is followed by heated discussion about the key issues that contributed to Harriet's abrupt removal. You express your opinion that Harriet's gender was the cause of the problem. Another participant argues that gender is not the major issue but being disrespectful to an elder is. Several participants suggest other issues such as the incompatibility of interactive training with local cultural values and general resistance to change. Your facilitator does not make any substantive comments but prevents the discussion from coming to a premature conclusion. So many issues have been raised that when the discussion ends, you feel frustrated at not being able to nail down the correct answer. Your facilitator suggests that there is no single answer and that everyone will experience a similar sense of frustration in his or her field assignment.

Uses and Limitations of the Case Method

The primary advantage of the case method is its real-world relevance: Participants frequently complain about major differences between solving problems in the training session and solving problems in the real world. Problems that are tackled during training come in neat little packages. They lend themselves to logical analysis and suggest a correct solution. In contrast, most real-world problems are messy. They do not have a single cause that can be easily identified and effectively removed. The case method involves problems that are much more reflective of real-world situations. They have multiple causes and lend themselves to alternative solutions. As a result, participants who are trained with case materials are not disillusioned when they apply their skills to real-world problems. During training, they observe other participants floundering with the multiple realities of an ambiguous problem. This experience increases their ability to tolerate ambiguity.

The case method has other advantages:

• It helps participants acquire skills related to analysis, critical thinking, and decisionmaking. Case materials present the problem in a larger context and encourage participants to apply their skills in a variety of situations.
• It helps participants learn how to process large amounts of information. In dealing with cases, participants learn to separate facts from inferences, organize facts, look at situations from a broader perspective, and explore alternative ideas and solutions.
• It helps participants master interpersonal skills required for building on other people's perceptions and ideas and influencing others to accept and act upon their own analyses. The discussion of the case strengthens participants' ability to work as a team to analyze and solve problems.

The case method has some disadvantages:

• Not all participants benefit from the case method. Those who have been conditioned to expect a single answer are frustrated by the multiple-realities approach of the case method.
• Not all facilitators can effectively conduct a case session. This method requires high levels of competency related to both the technical content and to the interactive process. The case facilitator has to maintain a delicate balance between guiding the discussion and driving it.

Types of Case Method Activities

The core of the case method is the case. A well-organized case begins with an overview of the critical content. The main part of the case is usually presented in the form of a narrative story with a set of key characters, their roles, and their relationships. Depending on the nature of the case, this narrative may include dialogue and action along with qualitative details about assumptions and perceptions and quantitative data about schedules and finances.

Most cases focus on a single central issue or main question. A case may also include background information to provide a specific context for the activities and issues. Some cases may contain supporting documents such as tables, charts, and technical reports. Some cases may be accompanied by facilitator notes with suggested questions and anticipated issues for the main discussion and sample analyses and expert comments for a follow-up discussion.

The specific materials and methods used in a case session may take a variety of forms. Here are some examples:

Source. There are several different bases for developing a case. Recalled, the case presented earlier, is a composite narrative based on the cross-cultural experiences of several professional workers on overseas assignments. Most authors use a combination of their own experiences and reports from their friends to create realistic cases. In general, it is not a good idea to use a single local incident (such as an incident of workplace violence) to develop a case for training purposes because participants' prior knowledge may interfere with an open-minded analysis. Some authors begin with a standard procedure or a conceptual model and create a fictional case to illustrate it. This approach usually results in cases that have a contrived feeling to them.

Purpose. Most cases require participants to both analyze a situation and plan suitable action. However, a specific case may emphasize one purpose over the other. For example, Recalled focuses more on what-went-wrong analysis than on the what-should-we-do planning.

Length and complexity. Recalled is presented as a single page of text. Other case materials may range from short vignettes of 100 words to lengthy descriptions (with several technical attachments) of 100 pages. The complexity of a case is not related to its length. Although Recalled is presented as a short document, it contains so many issues associated with cultural, national, ethnic, gender, and age differences that it may justifiably require several hours (or even several days) for comprehensive analysis and discussion.

Presentation media. Recalled was presented as printed text. Cases can be presented through a variety of other media. Here are some examples:

• Video. A videotape recording may present realistic details of a case. For example, a case dealing with an accident investigation may use a videotape. Participants may be permitted (and encouraged) to replay the tape to review details. Usually, video presentations focus on critical incidents and use text materials to provide background information.
• The Internet. Web sites may present cases that contain several layers and levels of detail. For example, a case involving commercial real-estate marketing may use a combination of computer and Internet presentations that allow participants to selectively review such details as market trends, competitive pressures, credit ratings, and economic conditions.
• Live presentations. In this approach, several people play the roles of stakeholders and present facts, perceptions, and opinions related to a key issue. For example, a case dealing with sexual harassment may be presented by the accusers, the accused, the investigators, and the arbitrator. Participants may be permitted to ask questions of different presenters. Such live presentations may be supported by background documents.

More About the Case Method

We have included an activity below called CASECase that uses the case method to explore the case method. To get a better feel for the design and the use of cases, facilitate this activity.

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Tweets

32 Tweets about the Case Method

Here's a collection of tweets from @thiagi related to the case method. We have organized them in logical clusters and provided appropriate headings.

Basic Concepts

1. The case method is a teaching technique. Case study is a research technique. These two terms are frequently confused.
2. Case method is related to scenario-based assessment, in-basket exercises, storytelling, and application exercises.
3. Definition: The case method involves a multilayered situation approached from multiple perspectives.
4. Case method always involves two types of learning objectives: content-related and process-related.
5. Case method depends on the discussion among team members. Three tasks: Describe, analyze, and prescribe.

Uses of the Case Method

6. Case method does not work as long as we sustain the culture of one correct answer. Or the culture of “SME knows best.”
7. Can the case method be used with individuals? Maybe yes, but it defeats the whole purpose of demonstrating multiple realities.
8. One major objective of the case method is to learn how to handle information overload. Separate relevant information from fluff and noise.
9. Case method helps participants learn how to think on their feet.
10. Case method teaches critical thinking, logic, argumentation, and persuasion.
11. Case method teaches participants to define a problem and identify its elements.
12. Case method can be effectively used as a team-building technique. Teaches active listening and collaborative decision-making.

Types of Case Method, According to Jean Barbazette

13. Case method activities are classified into five types according to Barbazette in her book, Instant Case Studies. Which type do you need?
14. Barbazette's type 1 is identification, which requires the participants to describe the situation.
15. Barbazette's type 2 is problem solving, which requires participants to apply systematic techniques for solving problems.
16. Barbazette's type 3 is practice, which permits the participants to generate new ideas in a safe context before working in the real world.
17. Barbazette's type 4 is application, which requires the participants to review and integrate complex ideas.
18. Barbazette's type 5 is serial, which requires the participants to proceed from simple to increasingly complex scenarios.
19. The case can be short or long, may have a process goal or a content goal, used for assessment or learning, written or oral.
20. In designing case method activities, I describe the core situation and provide secondary information in an appendix.
21. Case method as control-group study. Present slightly different case materials to two groups. See how their recommendations differ.
22. Another control-group use of the case method: Same case materials but different discussion questions. See how questions shape our analysis.

Facilitating a Case

23. Basic case method procedure: Individual analysis of case, small-group discussion, large group facilitated discussion, another small group discussion.
24. Here's a practice run for using the case method: Present a wallet “found on a park bench”. Participants describe, analyze, and prescribe suitable action.
25. Learning is reinforced through after-case debrief. Show how two or more experts analyzed the case. Have participants reconcile them.
26. The facilitator should have process skills and subject-matter expertise. And be emotionally detached.
27. Case method requires sophisticated facilitation skills to structure spontaneity through the use of a variety of questions.
28. Case method is an effective test for facilitators: Can you maintain structured spontaneity? Can you handle content and process at the same time?

Variety of Applications

29. I have used the case method with these topics: emergency management, communication, change management, conflict management, and diversity.
30. Andrew Boyarsky has successfully used simulated newscast videos to present case situations related to emergency management.
31. My friend Matt uses historical decisions (5 years ago) as the case situation. Compares current recommendations with old ones.
32. Case method makes a great contest. ISPI runs an excellent annual team contest using HPT cases, in conjunction with its conference.

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Case Method

CASECase

Purpose

To explore how to design, improve, and facilitate case materials.

Participants

Minimum: 6
Maximum: 30
Best: 10 to 30

Time

90 minutes

Handouts

1. Your Assignment, one copy for each participant
2. At the Hurricane Shelter, one copy for each participant
3. Case Activity Evaluation Checklist, one copy for each participant
4. Some Questions About Your Plan for Revising the Case Materials, one copy for each participant
5. The Case Method, one copy for each participant
6. 32 Tweets About the Case Method, one copy for each participant
7. Model Plan, one copy for each participant. (See the Preparation section below for details.)

Equipment

• Whistle
• Countdown timer

Preparation

Model Plan. Before you facilitate this activity, work through the case yourself and complete the assignment. The plan you create will become the model plan, a benchmark for the participants to compare their plans. Make a copy of your plan for each participant.

Flow

Distribute the initial handouts. These include Your Assignment and At the Hurricane Shelter.

Brief the participants. Explain that all you need is a plan for revising and expanding the case materials. This plan could be in an outline form.

Work individually. Ask the participants to read the handouts and begin working on the plan.

Distribute copies of the evaluation checklist. Give copies of Case Activity Evaluation Checklist. Ask the participants to use this checklist to help them prepare their plan.

Distribute copies of the list of questions. Give each participant a copy of Some Questions About Your Plan for Revising the Case Materials. Explain to the participants that these questions will help them to think through their plan.

Work in a team. Organize the participants into teams. It does not matter if the participants are busy working individually on their plans. Within each team, ask the team members to share their ideas for the plan. Tell the teams to combine these ideas to prepare a single collaborative plan.

Distribute copies of additional handouts. Distribute the articles The Case Method and 32 Tweets about the Case Method. You will find both of these documents in an earlier part of this newsletter.

Continue working in teams. Ask the teams to continue collaboratively preparing their plan in an outline form.

Complete the plan. After a suitable period of time, give a 2-minute warning for completing the plan. At the end of the 2 minutes, announce that you will ask different teams to present their plan.

Take turns presenting the plan. Randomly select a team and ask its members to present the plan. Announce a 2-minute time limit. Repeat the process until all teams have presented their plans.

Conduct a facilitated discussion. Comment on the similarities and differences among the plans. Ask participants to identify what makes their plan unique and to justify how this unique feature makes their plan more effective. Continue with additional questions about different aspects of the case material and the suggested procedure for facilitating it.

Distribute copies of the Model Plan. Give each participant a copy of the model plan that you had prepared. Ask the members of each team to compare their plan with your model plan. Encourage the teams to revise their plan appropriately and to suggest ways in which the model plan can be improved.

Conclude the activity. Thank the participants for their contributions. If appropriate, assign a suitable follow-up activity.

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Handout1

Your Assignment

Your team has been hired to revise and expand the case material (At the Hurricane Shelter) on the next page.

This case material is designed for use in a training session for staff members who are assigned to Hurricane Centers.

Goals and objectives

Provide psychological first aid (PFA) to reduce the emotional impact of disasters.

Background information

Psychological first aid (PFA) is similar to medical first aid. It involves actions undertaken to alleviate normal stress reactions to abnormal situations arising from disasters.

The types of disasters include natural disasters (such as floods and earthquakes), accidents (such as aircraft crashes and industrial accidents), and intentional disasters (such as mass shootings and terrorist attacks).

Stress reactions include physical (such as rapid heart rate and muscular tremors), emotional (such as anger and grief), cognitive (such as confusion and flashbacks), and behavioral (such as restlessness and withdrawal) types.

Participants

The participants in the training workshop are recruited from the city government offices to act as volunteer staff members at the Hurricane Shelter during times of emergency. They represent diverse professional, cultural, and generational backgrounds. We anticipate a balanced mix of men and women. None of the participants have any previous experience at Hurricane Shelters.

Training context

The participants will work through the case activity in teams ranging in size from 2 to 7 members. These teams will be trained in a classroom situation. The available time for the activity may range from 45 minutes to 2 hours. There may or may not be a subject-matter expert present during the activity.

Your task

You have 45 minutes to come up with a plan for revising and expanding the case materials. This plan should also include instructions and questions for the facilitator.

Remember, you don't have to develop the finished product. All you need to do is to prepare a plan in an outline form.

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Handout2

At the Hurricane Shelter

It's 9:30 when you arrive at the Hurricane Shelter. Your shift starts at 10 and so you just look around to see what is happening.

On the left side of the room you notice a little girl with messed-up hair, dirty face, and with shoes missing. She looks like your favorite 5-year old niece Lisa. She is standing still, facing a wall, and crying silently. From time to time, her whole body shakes. Nobody is near her, neither adults nor children. She is not paying attention to what is happening around her and nobody seems to be paying attention to what is happening to her.

On the right side of the room, most people are avoiding this family group. The mother is yelling continuously at three small children in a foreign language. You don't see anyone who looks like the father. An old man is sitting on the bed, in a corner, staring at the wall. A teenage girl, dressed in a stylish blouse and a pair of jeans, is chewing on her nails. When you talk to her, she replies in English without any accent. She says that she can't get in touch with her boyfriend. Her father is searching for her grandmother. Grandfather has lost his glasses and he cannot see anything. He does not want to see anything and he does not want to talk to anybody. He is confused and does not know where he is. The girl whispers, “I wish I was dead.”

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Handout3

Case Activity Evaluation Checklist

1. Authentic problem. Does the case present a realistically ambiguous situation, requiring participants to seek additional information and to make assumptions?
2. Real-world relevance. Does the case situation reflect what the professionals face on their real-world jobs?
3. Multiple perspectives. Does the case situation provide the opportunity for participants to examine it from different perspectives?
4. Collaborative process. Does the case situation provide opportunities for collaboration? Does it require (and reward) teamwork among participants?
5. Effective instructions. Does the case activity include clear and concise instructions? Is the purpose of the activity clearly explained?
6. Discussion questions. Do the case materials include effective discussion questions for the participants?
7. Appropriate format. Is the basic structure of the case activity appropriate for the instructional objectives, trainee characteristics, and type of learning?
8. Flexible format. Does the case activity permit modifications to suit local resources and constraints in terms of schedule and number of participants?
9. Facilitator instructions. Do the case materials include suitable instructions to the facilitator, including discussion questions to be used with the participants?
10. Feedback. Does the case material contain sample analyses and decisions from subject-matter experts?

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Handout4

Some Questions About Your Plan for Revising the Case Materials

1. What is the specific training objective for the case-method activity?
2. What types of content-related objectives does this activity incorporate?
3. What types of process-related objectives does this activity incorporate?
4. What is the primary purpose of using the case method?
5. Is the case being primarily used for teaching or for testing?
6. Is the case method suitable for achieving your training objective?
7. Is the case method suitable for your participants?
8. What types of analysis does this activity require?
9. What types of decision-making does this activity require?
10. What is the main question or the key issue in the case?
11. Is your case authentic?
12. What is the source of the case? Where can we find the basic information for creating additional cases?
13. Is the case too simple or too complex?
14. Should you expand on the case?
15. Should you provide additional cases?
16. Does your case provide multiple perspectives?
17. Should you provide different versions of the case to different people?
18. How much irrelevant information is included in the case? Should we add more such information?
19. How can you make it possible for the facilitator to make local revisions to the case?
20. Is the case too short or too long?
21. Is the format of the case suitable for the training objective?
22. Is the format of the case suitable for the types of participants?
23. Is the case presented through the most appropriate medium? Should we use different media to present the case?
24. What additional information related to the case should the facilitator provide?
25. What discussion questions would you add to the case material?
26. How will the case method activity be integrated with the other components of the training session?
27. Should the facilitator inject new information after the participants begin analyzing the case?
28. Should you present an expert's response at the end of the session?
29. What additional materials should be provided to the facilitator?
30. What additional materials should be provided to the participants?
31. What background concepts and principles are incorporated in the case?
32. What should we require the participants to do with the case: identify the problem, solve the problem, generate new ideas, apply what they have learned earlier, and repeatedly practice their skills?
33. What procedures should the participant use: individual work, work with a partner, work in team, and facilitated discussion with the entire class?
34. Can this case activity be used by individuals?
35. Can we present this case activity as an online exercise?
36. What should the instructions for the participants include?
37. What should the instructions for the facilitator include?
38. What additional questions should you ask and answer?

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Jolt

Name That Tune
by Tracy Tagliati

In his book, You Are Not So Smart, David McRaney describes an experiment by Elizabeth Newton that explains the illusion of transparency. This happens during the communication process when others are not privy to same information as we are. While we may think all of our thoughts and feelings are visible to others, we often overestimate the actual transfer of information.

Synopsis

The participants pair up and one partner taps out a familiar song with fingertips. The finger-tapping partner predicts the listener will be able to guess the tune. These partners are surprised to discover that while the tune is obvious to them, their listening partner is unable to guess it.

Purpose

To demonstrate how information can be lost during the transfer from one person to another.

Training Topics

• Communication
• Email Etiquette
• Learning

Participants

Minimum: 2
Maximum: Any number
Best: 10 to 30

Time

2 minutes for the activity. 3 to 5 minutes for debriefing.

Supplies

• Pencil or pen
• Paper

Flow

Pair up participants. Ask each participant to find a partner and sit facing each other. If you end up with a single participant, include him or her with another pair to make a triad.

Assign roles. In each pair, one participant takes on the role of the Tapper and the other the Listener. If you have a group of three participants, there should be one Tapper and two Listeners.

Give instructions. Provide the following instructions in your own words:

Pause while the Tappers complete their task. At the end of 30 seconds ask the Tappers to stop. Remind all participants to remain silent.

Give additional instructions. Ask the Listeners to write down the tune they think the Tappers were tapping. They should conceal their answers from the Tappers.

Invite the Tappers to make predictions. Ask the Tappers to raise their hand if they think their partner will be able to name their tune.

Collect data. Pause briefly and count how many hands are raised. Do not share the actual number with the participants at this time.

Collect additional data. Give permission to the participants to speak again. Ask the Listeners to reveal the name of the tune they wrote on the piece of paper. Ask the Tappers to divulge to the Listeners the actual name of the tune. Ask the Listeners to raise their hand if they guessed correctly. Pause briefly and count how many hands are raised.

Reveal the Discrepancy. Announce the predictions of the Tappers and the actual number guessed correctly by the Listeners. In most cases, there will be a large discrepancy between these two numbers.

Debriefing

The main learning point of this jolt is that we often overestimate the extent that our thoughts are transferred to others. Drive home this point with questions like these:

Point out that the Tappers had a rich information base. While they tapped out the tune, they likely heard the words of the song, the instrumental sounds, and all the harmonies that go along with it. In contrast, the Listeners' information base was limited. They could only hear the irregular sounds of tapping.

Ask the participants, “How often does this happen in the transfer of communication?” Explain that an idea seems clear to us but is lost when we communicate it to others. This loss of meaning is even more evident in written communication like emails where we don't have the opportunity to share our tone of voice, facial expression, and body language.

Learning Points

We often overestimate the extent to which our thoughts are transferred to others. This can lead to misunderstandings and mistakes.

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From Brian's Brain

Empty Spaces and Gaps
by Brian Remer

Zoom is a children's picture book that is not at all childish. This wordless book uses the power of pictures to convey the vastness of infinity. It invites readers to explore the subtle yet powerful role context plays in communication, process improvement, and teamwork. In this issue of the Firefly Newsflash, you'll find instructions to use Zoom as a teaching tool at your next team meeting. Quick tip: Don't underestimate the information carrying capacity of empty space.

Read more in the November 2011 issue of Firefly News Flash: http://www.thefirefly.org/Firefly/html/News%20Flash/2011/November%202011.htm .

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International Workshops

Thiagi's workshop in Singapore

Interactive Training Strategies, 12-14 January 2012

Agenda:
Day 1: How To Design Openers, Structured Sharing, Interactive Lectures, Textra Games, and Closers. How To Conduct Training Games, Simulations, and Activities.
Day 2: How To Design Board Games, Card Games, Improv Games, Instructional Puzzles, and Matrix Games.
Day 3: How To Design Different Types of Training Simulations: The Case Method, Cash Games, Interactive Storytelling, PC Simulations, Production Simulations, and Role Playing.

Dates: January 12, 13, and 14, 2012.

Venue: Grand Park City Hall, 10 Coleman Street, Singapore 179809 .

Singapore Brochure (288K PDF)

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US Workshops

Thiagi's Public Workshop in Indianapolis

In 2011, Thiagi conducted his popular public workshop, Interactive Techniques for Instructor-Led Training, in Singapore, Dallas, Zurich, Paris, and Stockholm. Next year, he is planning to conduct this workshop in Indianapolis, Indiana.

We are working out the details, and here's what we have decided right now:

When? March 21-23, 2012 (Wednesday thru Friday).

Where? Courtyard Indianapolis at the Capitol, Indianapolis, Indiana, USA. They have a web page at http://www.marriott.com/hotels/travel/indcd-courtyard-indianapolis-at-the-capitol/

How much? Registration for the workshop will be at the same rate than we charged in 2011: $1,495. You will get a hefty $370 discount if you register early.

More Information

For more information, please download our detailed brochure (190K PDF).

Register Now

To register, visit our online store.

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Single Topic Survey

Looking Back on 2011
by Tracy Tagliati

For those of us in the training world, 2011 had its share of challenges. Maybe your training budget was cut or maybe you were one of the many people laid off from work.

But for every challenge, there were new opportunities. For example, technology has increased the use of social media as a training tool, and new advances in mobile learning have made training available 24/7.

Poll Question

How was 2011 for you?

• It was full of gladness and good cheer
• I am glad to see it go

(The poll opens in a new window.)

Open Question

(The survey opens in a new window.)

You may include your name along with your response, or if you prefer, keep it anonymous.

We asked some of our colleagues, and here's a partial list of what they had to say.

Ram: Wikis and blogs are easier than ever to set up, and they allow for the participants to participate in learning well beyond the end of the classroom training.

Stanley: Reduced training budgets continue to challenge our learning department. Sometimes I have participants calling in on the phone, while others join through virtual conferencing, and still others are live in the classroom, and they are all simultaneously attending the same session.

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Survey Results

Before, During, and After
by Tracy Tagliati

Last month we asked if you agree with the experts who recommend that 50 percent of the training dollars should be spent after the training event.

Here are the results:

(Percentages reflect 58 votes received by December 6, 2011.)

Of those of you who responded, 59% said “Yes” and 41% said “No”.

We also asked you for the strategies you use to ensure effective transfer and application of training.

Here's what some of you had to say:

Response 7) I prefer a 30-20-50 split. You can do a lot of instructionally relevant stuff before the actual training session. For example, you can have the keep a journal related to the training topic, have them talk to their managers on what they would like to apply the skills from training, have them surf the net to collect relevant information, have them design a project, …

Response 4) My organization includes a learning blog that supports each workshop. The participants write in questions, tips, and successes to support each other.

Response 3) I do a pre-assessment test to identify where the gaps are and a post-assessment test to confirm the gaps have been closed.

See more readers' responses or add your own.

Thanks for your responses.

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Twitter

101 Tweets

If you are not on Twitter, you are missing out on a powerful tool.

The best way to learn about Twitter is to visit YouTube and watch one of the excellent video tutorials. For instance, http://www.youtube.com/watch?v=ddO9idmax0o is a good basic introduction to Twitter. You can create your own fast and free Twitter account by visiting http://twitter.com/ .

If you are on Twitter, I'd like to invite you to join a structured sharing activity. We'll use Twitter hashtags; see http://www.youtube.com/watch?v=_2zh0EVzoo0 for a brief explanation of hashtags.

I present an open-ended request for tips on some training topic. You tweet a tip and include “#thiagi101” as a part of your response. (Don't type the quotation marks.) You can send as many tips as you want to, each as a separate tweet and with the same hashtag: #thiagi101 .

To read other people's tips, you can search for #thiagi101 . It will give you the latest collection of tips.

My goal is to collect at least 101 different tips on the topic of using Twitter in training.

Are You Ready?

Here's my priming tweet:

How can we use Twitter in training? Respond with #thiagi101. My goal: Collect 101 tips. Search #thiagi101 for current collection.

Here are some sample tips:

Read Jane Bozarth's book “Social Media for Trainers” for an amazing collection of tips for Twitter use in training. #thiagi101

Create a separate Twitter account for each course you teach. Use this account before, during, and after training. #thiagi101

The hashtag is the greatest invention since sliced bread. Use it to search and collect. #thiagi101

Twitter for microsimulations. Use a scenario (example: Participant sues you for harassment during a roleplay). Ask for strategies. #thiagi101

Diversity training. Invite people from other countries to help you. Ask participants to tweet questions to them. #thiagi101

Your turn now: Tweet your tips for using Twitter in training. Remember to include the hashtag #thiagi101 .

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Check It Out

Selective Attention Jolts

As you know, a jolt is a short experiential activity that lasts for less than 3 minutes—and teaches you the meaning of life. Or at least some important insight for your personal and professional development.

Without doubt, one of the most popular and powerful jolts is the Invisible Gorilla video. It you have not experienced this jolt, stop everything and check it out at

http://www.youtube.com/watch?v=vJG698U2Mvo

About 3 years ago, we plunked down $500 and bought a collection of perception and cognition videos so we could use this jolt in our workshops around the world. The only problem we had was that most of the participants (including people in such “remote” locations as Stockholm, Sweden and Malacca, Malaysia) had already seen the video.

Daniel Simmons has recently come up with a new version of this video (called the Monkey Business Illusion). This video can entrap the people who smugly think that they have seen it all before. I don't want to spoil the impact of Monkey Business by explaining the surprise twist in the video. Experience the video at http://www.youtube.com/watch?v=IGQmdoK_ZfY .

Selective attention is a powerful concept. These video jolts do a great job of helping you experience this phenomenon.

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