Langevin's Train-the-Trainer Blog

Alan Magnan

Alan has been a course leader with Langevin since 1996. He studied business administration at Algonquin College of Applied Arts and Technology. Alan’s philosophy on training is that it can be fun, engaging, and active, but that’s just what’s on the surface. Training must also be practical, realistic, and applicable. Alan is a computer geek at heart and enjoys programming and gaming in his spare time. He’s also a great fan of the outdoors during the summer months, and when the winter moves in, you’ll find him reading, or recording and playing music.
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Recent Posts

5 Techniques to Make Your Training Leaner [Video]

Posted by Alan Magnan on 8/1/19 3:27 PM
5 Techniques for Lean Training
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Topics: instructional design

5 Techniques to Make Your Training Leaner

Posted by Alan Magnan on 7/15/19 8:00 AM

Techniques-to-Make-Your-Training-Leaner

Photo by: David Schwarzenberg via Pixabay

The more content a course has, the harder it is to do everything: work with subject-matter experts (SMEs), structure activities, get approvals, proofread materials, and meet deadlines. The trick is to limit the content and prevent the extra work from the start. This is the philosophy behind lean training design—include exactly the skills or knowledge people need and nothing more. Each bit of information beyond what is needed takes away from the value of the course because it makes it more difficult for learners to find and apply just what they need.

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Topics: instructional design

4 Instructional Design Tips for On-the-Job Training

Posted by Alan Magnan on 11/16/15 3:00 AM

On_The_Job_Training-1

Photo by: Jeff Sheldon via Unsplash

There are many reasons to conduct on-the-job training: a very small number of people need training, the work cannot be simulated effectively, or the skills don’t lend themselves to other forms of instruction. Sadly, a lot of on-the-job training is ineffective. It’s often called “sit with Nellie.” An employee spends time with one of the top performers, with no plan or goal laid out. Somehow that person is expected to learn the skills in question through something akin to osmosis.

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Topics: instructional design

6 Ways to Use an Agenda in Training

Posted by Alan Magnan on 10/19/15 4:00 AM

“Agenda” is a Latin word meaning “things to be done.” Every training session should include one. It is an invaluable tool that can help start, manage, and end a course. Here are six ways to get the most out of your training agendas:

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Topics: instructional techniques, virtual classroom

Chatting with Learners before Training

Posted by Alan Magnan on 8/31/15 4:00 AM

Chatting_With_Learners

Photo by: Rawpixel via Unsplash

Some learners like to show up early for training. I’ve had people walk in the room 30 minutes before the course starts. In the time between the first arrival and the start of the course you have a chance to set the tone. If you haven’t prepared for it, this time can end up with “dead air,” that dreaded silence that can make people uncomfortable. That’s not how you want your learners to feel before the training has started.

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Topics: instructional techniques, virtual trainer

4 Instructional Techniques to End a Course with Impact

Posted by Alan Magnan on 7/6/15 4:00 AM

In training, most courses end with a slide titled, "Summary,” and a few bullet points. The instructor talks about what's on the screen (yet again) and considers the course done. Not a very powerful ending to something that was intended to improve employee job performance. Here are four instructional techniques (each in the form of a summary or review) that can make a bigger impact and increase the chances that people actually use the skills they learned.

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Topics: instructional techniques

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    Our very own master trainers share their experiences, tips, best practices, and expertise on virtual training, instructional design, needs analysis, e-learning, delivery, evaluation, presentation skills, facilitation, and much more!

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