Tag Archives: technology training

Just Another Day

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I have to admit it, I’ve been in a funk for a few days. It didn’t help that I spent too much time preparing for a training opportunity for which I didn’t have an agreement in place. Shame on me. I went into teaching this week with a bruised ego and a desire to prove to myself that yes, I can do it. So I was very ready to help a group of people tackle the intricacies of several technology tools for their real estate businesses. After all, I really like teaching tech!

I came home after the second of two full days of training tired and somewhat satisfied that I achieved my goals. The students picked up some tips, learned how to use the tools, and generally seemed happy with the class. Some even told me it was the best class they had attended so far (kudos to me!). I, however, have to acknowledge that I am also a bit dissatisfied, not with my performance, but with the ways we introduce people to a new profession.

It all starts with expectations. I don’t think anyone decides to spend money to fulfill the requirements for a real estate license (or any other profession that takes preparation and passing a test for entry) with the knowledge of the things it takes to be successful. That knowledge is acquired by learning on the job and the kind of training I do. Unfortunately, managers and companies that hire people to fill roles that require more training need to explain what candidates can expect to do as they start their careers. Too often, recruiters spend far too much time extolling the benefits of the work rather than explaining the work itself.

In most fields today, technology plays in important role in the day-to-day work of the business.  Most jobs utilize some form of technology tool, even if it’s only email. I see people coming into real estate who can’t distinguish between an email address and a website address. Because real estate agents often communicate with prospects and clients via email and use their websites for lead generation, this is an important distinction. I can explain the difference and I can teach someone what to type, but eventually, they have to learn and stop making the mistake. 

It’s the lack of understanding these kinds of fundamentals that perplex me. I’m not going to blame age. I know plenty of older people who are very adept at using technology for business and pleasure. I usually hear one of the students in my technology classes announce to me before we start that “I’m not good with technology.” When I hear that, I could think “oh no, here we go again,” but instead I ask what that person means by “I’m not good with technology.” The more I know, the more I can anticipate problems and try to adapt my teaching. I give the person admitting difficulties credit for understanding their weaknesses. It doesn’t absolve us from setting proper expectations coming into the profession or introductory training.

Whose responsibility is it to ensure the newcomers into our profession are able to master the tools they need to carry out their jobs? The responsibility falls on the trainers and the students alike. I find nothing wrong with telling adults that they need to practice and learn what I teach them. I don’t give out grades; their business will show how well they learn and put what they learn into practice. I am a resource person and a motivator. I help them understand how to do something, what to do in different situations, and most importantly, why it should be done. I expect the student to connect the dots.

I want students to have a good experience in training. It can be difficult for them and me if expectations are not set coming into training and students are deficient in basic skills. I will continue to be patient and help those who lag behind others in the class. At some point, though, it will be painful to struggle to catch up. I worry that the pain will outlast the benefits of practicing an exciting, new profession and cause someone to reconsider after spending time and money to get this far. That’s not fair to the newcomer.

Technology Training Options

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My favorite go-to source for “how to” instructions is YouTube. When I need to learn how to do something on my computer, phone, or tablet, I open up YouTube and type “how do I .  . . ” into the search box and at least one of the results usually gives me what I want to know. I can watch a video and dissect the steps needed to perform the action necessary at the time. I’m not the only person who does this, but I do know many whom a video on YouTube does not help. They need something more than watching a video, alone. They need an instructor and a class.

This is where technology training comes into play. There are essentially two ways to deliver technology training: Demonstration or hands-on training. Demonstration classes can be either live, in-person or online, or on-demand. Hands-on training is always live, in-person training. Both have their place, and they each have pros and cons. Let’s look first at demonstration as a means to deliver tech training.

In a demonstration class, the instructor shows the participants a particular work flow or how to accomplish a task. The participants watch the instructor work through the process while the instructor explains each step. There are at least three positive aspects to delivering tech training by demonstration:

  • Low internet need: Because students are not using internet bandwidth for online tools, this type of class can be helpful when the location may be challenged to make enough wifi available for participants. An instructor can run the class using a wifi hotspot, if needed. Sometimes the best laid plans for hands-on training turn into a demonstration class when the wifi won’t support the number of devices being used in class.
  • Quicker: Because the instructor doesn’t need to start and stop to deal with individual hardware or connectivity issues, a demonstration class can be delivered faster than hands-on training. There should always be time for students’ questions as you demonstrate a tool.
  • Create excitement: When participants see what a tool can do for them when used as intended, they become excited about using it themselves. A demonstration class can cause them to try out the tool where if they had tried it themselves with or without hands-on training, they may have become frustrated and tuned out the instruction.

Hands-on training gives participants the ability to become familiar with using the tool. For some learners, “doing it” is the only way to truly learn how to use technology.
The instructor acts as a leader through a process or task; the student mirror the instructor’s actions to learn how to navigate a new tool or process. Positive aspects of hands-on training include:

  • Learning by doing: As much as we’d like to think people can learn by reading or watching instructional materials, some of our participants prefer to learn something by doing it. For these learners, hands-on instruction is their preferred method.
  • Answer questions: As learners work through a process or task, questions arise that may not have occurred to them watching a demonstration. Hands-on classes give them the ability to ask these questions and the instructor the opportunity to answer and reinforce what has already been presented.
  • Corrections: In hands-on training, instructors can address common usage mistakes on the spot. Nobody’s perfect, and often participants make mistakes that become learning opportunities in class. This can lead to less frustration when participants go back to work and begin to use technology tools on the job.
  • Individual help: If you have additional instructors available to roam the room, you’ll have people to address individual needs quickly and with fewer interruptions for the entire group. This gives participants the security to ask what they perceive to be “stupid questions.” If they feel comfortable, they may learn easier.

Both types of training and advantages and disadvantages, so when should you use demonstration or opt for hands-on training?  First, answer a few questions about the intent or purpose of this class:

  • Is this an overview to familiarize people or an opportunity to try out something?
  • Do you expect people to generally understand what to do or be able to perform tasks?
  • What is the method of delivery? (Online, in person, or recorded?) How will people be able to apply learning if they are watching a webinar, for example?
  • Will you be the only instructor available to work with the group?

When you answer these questions, you’ll find that the method of delivery becomes clear. You might also find that you plan for a two-step process where you might introduce the tool in a demonstration class or webinar and then follow up with hands-on training to take participants through the material you presented in the first class. When creating your lesson plans for either type of training, chart the process based on case studies for ease of presentation. Build in time for questions and getting side-tracked (you know it will happen). Encourage participants to get one-on-one assistance after class by scheduling the time and publishing that you (or another instructor) will be available for personalized help.

Be prepared for class with job aids. You might create printed materials with screenshots and step-by-step instructions. You could use infographics to illustrate the steps needed to work with a tool or perform an action. Perhaps you have created or have access to videos that participants can refer to after class. A web page with links to resources could be part of a follow-up email after the class.

Technology training doesn’t just “happen.” It takes time and consideration to put together the appropriate approach to the material and plan how learners will be introduced to it. Moreover, you will want to place technology training in a larger context of your training program. How will it fit in? How does learning technology tools help people do their jobs? Then, consider how you want to present the material and what will be the next steps when you determine whether to use a demonstration class or hands-on training for technology tools.

Seven Tips for Creating Screen Capture Video for Training

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I don’t know about you, but I often search for videos to show me how to do something. It could be anything, but often it’s something technology-related. Most recently I needed to download and set up Audacity (a free audio recording software) on my Mac. I consider myself to be somewhat “techie” but this was a challenge for me to get the settings right. What did I do? I searched for a “how to” video on YouTube.

One of the biggest changes in my training world has been the increased need for technology training. There are multiple tools – online and software-based – that real estate agents use in their daily business. The successful agent needs to know how to manipulate data and use online platforms to market to potential clients, create marketing materials, and manage transactions. There are a lot of options out there, and they want to know how to use them quickly and competently.

Hands-on classroom training is good, but it doesn’t help when there’s no class or the agent can’t get to one. Online training fills the gap, but the question remains, how do you demonstrate the tools and motivate the agents to adopt technology in their businesses? Along with the “how,” the trainer needs to sell the “why.”

Classroom training has the benefit of giving the trainer face-to-face contact with the learner. When teaching tech tools, I can readily see if someone understands a concept or action and address any questions or difficulties. When using online training to accomplish the same goals, the trainer has to anticipate the questions and issues that pop up and use that knowledge when creating online training.

Screen-capture video offers me the ability to demonstrate the process for using a tool and give tips and recommendations for successful use. I record my screen while talking, then edit the video to add features that help deepen the viewer’s understanding of the tool.

Here are seven things I’ve learned when making screen capture videos for training purposes:

  • Longer is not better! Most people have short attention spans and are unable to digest large quantities of directions at once. In my experience, learners receive and comprehend videos in the two to four minute range best. Remember, I want them to be able to duplicate the processes learned, not just watch a video.
  • Plan your edits in advance. When considering the process you’re recording, think about which steps or areas of the screen need enhancement or callouts. Most editing software (I use Camtasia) will let you zoom and pan on areas of the screen and add callouts like arrows and circles. Plan what parts of the screen need attention and when so that your editing will be a smooth process.
  • Use intro and exit slides for clarification. I learned that it makes for easier viewing to have an introductory slide/picture that gives the topic of the video. Exit images include a recap of the instructions covered in the video or tips for success. I can choose to talk over those slides, if I wish, but typically I do not.
  • Check your sound quality. When I first began to record screen-capture videos, I used the earbuds that came with my smartphone to record the audio portion. This was a cheap solution, but not the best. If I moved my head, the microphone didn’t necessarily follow my mouth. I invested in a decent headset with an adjustable microphone. No matter how I move, the microphone stays with me. I also recommend recording some test videos to check the sound levels and adjusting accordingly.
  • Know what to say when. This sounds self-evident, but you will quickly derail your video if you’re not sure of the process you’re trying to instruct or you get off track. I used to script my videos, but now I write notes and practice before recording. I make sure I can succinctly move from one action to the next while I describe the process. Practice helps!
  • Record in one take. You will not be perfect in your delivery. You will forget a word or stumble over a phrase. The internet will slow down as you’re trying to get something to process on screen. Take your time and edit out the mistakes or gaps. You can record snippets of the entire process and create the complete video out of the pieces, if you want. I know that I will edit the video to add features, so cutting “umms” and “ahhhs” is part of my editing process. I have learned to pause, then start a phrase over if something happens (like forgetting a word). As you listen to yourself in the editing process, you’ll discover what your verbal “tics” are. I tend to say “so” far too much. I’ve learned to lessen the frequency of certain repetitive words when I record now.
  • Make a plan. Many of the online courses I create consist of multiple videos. I make a plan to determine which videos I need to record and in which order they will appear in the course. I don’t need to record them in the same order, but it is helpful in a some cases to progress through aspects of the tool I am featuring in the course in my video recording. This may also seem self-evident that you need to plan out your course elements, but it’s helpful to consider when sitting down to record multiple videos at once.
  • Captions. I have not yet used captions for my videos; however, I am going to begin to do this. Why? Captions enable viewing on social media (such as YouTube or Facebook) without the sound. It also gives hearing-impaired people access to your videos. Some platforms such as YouTube will automatically create a transcription of the audio portion of your video. Camtasia offers a “speech to text” option to create the transcription. With any automatic transcription service, you’ll need to check the accuracy of the text as compared to the video. The next step is to use your video editing tool to add the captions to the video. I’m going to test this process, then decide whether I want to pay someone to create captions for my videos.

I distilled these tips from my experience creating screen-capture video. With some practice and attention, you can create your own videos and edit them to your specifications. The bonus? You get to tell your learners which features are important for their businesses or positions and how to best use the tool.

There’s something new in our fields almost every day that a video can help explain or demonstrate. That means I need to get back to my computer and get back to recording!

Tech Training Truisms

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Twice a month I facilitate training on our technology platforms for agents new to the brokerage. This introductory training consists of two, six-hour days of hands-on training. Participants are asked to bring a laptop with them so they can work along as I demonstrate the various tasks they need to perform to be able to use our technology tools effectively.

Since I’ve been leading this kind of training, I’ve noticed a few things that, no matter where I am or how many people attend the class, always tend to come up. Here are my top five tech training truisms:

  1. People pay little or no attention to the description of the class or registration confirmation telling them to bring a laptop to class. I have nothing against iPads or other tablet computing devices (I own an iPad and use it often). They are handy to have and work well for many applications. Unfortunately, they don’t work well for some of the tasks we need to perform in class. I’ve learned to adjust my instruction to accommodate those with tablets. I’d prefer not to have to take time in class to show the one person with a tablet how to do something while the rest wait to move on. I believe that this will not be an issue in the future as more technology platforms accommodate mobile devices.
  2. The wifi will crash when you’re in the middle of working on a crucial task. I travel with my own wifi now, but if the internet access in the building goes down, the entire class is stalled. I now have back-up presentations I can show if I can’t do a live demonstration. Participants can’t perform the tasks I instruct them to do, but at
    least they can still learn.
  3. tech-training-truismsThere will be someone in the class who doesn’t understand basic instructions like “point,” “click,” “open a browser window,” or “upload.” I could name a few more, but you get the drift. You’d think that everyone has basic computer skills these days, but it’s not necessarily true. I usually need to teach to several levels of computer literacy in any given class.
  4. No matter how engaging you are as an instructor, someone will get bored and decide to check e-mail, go shopping, play online games, etc. I have spent much time working to provide engaging training to avoid this problem; however, the lure of the internet is too great. I’m not sure anyone could keep people from surfing with the most engaging training in such a class.
  5. People might “get it” in class but they don’t really understand the tool until they have to use it. For many of the agents new to the business, this means there is a gap between their initial training and actually using a tool in the field. Some are able to retain what they were taught, but many forget. This is where online, on-demand training fills the gap. They can refresh their knowledge in order to use technology when working with a client.

I was never a boy scout, but I have learned the value of being prepared when I train on technology tools. Whatever can go wrong usually does.