CHAPTER 2

Critical Adult Learning Basics in Action

Becky Pike Pluth

The basics. It sounds like a chapter you could skip reading because you have slogged through years of hard work in learning and development. However, is it possible to have years of experience that just equate to a single year of experience that is simply on a rinse-and-repeat cycle? Sometimes going back to the basics is a great place to reignite your passion for training, as well as for those who are new to the industry. It’s a great place to lay a foundation for excellence and kick-start your career.

When I was a student at Bethel University, I started as pre-med. I was also a teacher’s assistant, campus tour guide, and member of the track team. The busier I was, the more I used my “free” time to ensure I did well in all my classes. One night, midway through my junior year, I had an epiphany: I was studying with peers and noticed that while the concepts seemed to come very easily to them, for me it was painstaking effort to attain an equivalent grade (or lower!). At that moment I asked myself, Who would you want to be your doctor in this group? The answer was definitive—it was not me. I wanted a doctor who chose to work hard, practiced even harder, got top scores, and was passionate about what they were doing.

Despite my effort, others were far more naturally talented and passionate about learning medicine. That night, with teary eyes, I called my mom and told her that I was going to change my major to K–12 teaching. Her response was somewhere along the lines of, “I wondered when you would realize that teaching was your calling.”

As you read and percolate on each concept in this chapter, you may have your own aha moment. Are you in the right space, teaching content you are passionate about? Are you willing to put in more effort than required to strive for excellence? Have you finished resting on your laurels and decided it’s time to jump back in, rejuvenate, and get better and better? These concepts are for you but with a focus on your participants.

Cognitive Neuroscience Versus Cognitive Neuropsychology

Is there a difference between neuroscience of the brain and neuropsychology, and does one matter more when it comes to teaching and learning? In simple terms, cognitive neuroscience is all about the brain and how it is structured. Functional magnetic resonance imaging (or functional MRI or fMRI) measures brain activity by detecting changes associated with blood flow. Different parts of the brain light up during various activities, and scientists use that information to understand how the brain works. Cognitive neuropsychology, on the other hand, focuses on the mind and behavior (Thomas, Ansari, and Knowland 2019). For example, someone will have a bigger boost in knowledge retention when learning is spaced out over time and using a variety of methods. It includes the social component of learning by yourself and with others.

An easy way to improve both the brain and behavior is in creating a positive atmosphere in the classroom. Have a welcome sign on the door, play upbeat music in the background as people arrive, create slides that allow participants to get to know you and create connection. Or incorporate puzzles or pictures to create curiosity and start engaging the brain right away. For example, you could place a printed word search or puzzle of some kind at each chair so those who prefer to work alone have something to work on while waiting. Both neuroscience and neuropsychology play an important role in education, but after 24 years of teaching and training, I can definitely say I use psychology more often when I am presenting. However, having a foundational understanding of neuroscience is what allows me to design a session that will be recalled and used back on the job.

Two Radio Stations

Every session you lead has two radio stations: WII-FM (What’s in It for Me?) and MMFG-AM (Make Me Feel Good About Me). WII-FM starts long before the session begins. It doesn’t matter whom you are training or even what type of presentation you are doing—from a keynote to a workshop. When learners sign up for a class they don’t always read the description, so it is important to help them get on the WII-FM wavelength immediately. One way to help them discover the program’s value is by having a handout and giving them a minute to flip through the pages to see what’s ahead and note areas of top interest. They are likely to do this anyway while you are trying to talk, so why not make a point of it and have them share a page or two with a partner?

These ideas help tune people in to WII-FM:

•  Use a schedule-at-a-glance to ensure you get to the WII-FM and set participants up for success early in your opening.

•  Have an agenda, without times but in order, to allow people to see what’s ahead. It meets the needs of both a specific and a general learner and gives each one a small sense of control.

•  If there are a couple of sections of content that will take longer than others, share that at the beginning of the session so learners don’t begin to panic when they feel behind.

•  It is motivating for learners when they are engaged and actually get what you are teaching. Try to present concepts as single ideas so they don’t get lost in the content.

•  Make sure you have plenty of variety in how concepts are taught. Mix up segments with storytelling, panel discussions, gamification, practical application time, partner work … the list goes on.

•  Use language that is common to the audience.

•  Use case studies that are specific to the learners’ areas of expertise and applicable to their roles.

There is also a social and emotional side of training, and that’s where the sister radio station, MMFG-AM, comes into play. Start by using participants’ first names. Honor their experience by allowing them to share examples or what they are taking away from the training session. MMFG-AM taps into the hippocampus of the brain, which plays a major role in learning and memory (Anand and Dhikav 2012). It is also the gateway to the prefrontal cortex (PFC), which is the part of the brain responsible for cognition, critical thinking, problem solving, and focus. In Patrick Sweeney’s interview of Mo Milad at Harvard’s neuroscience lab, Milad explained, “Rather than erasing old fearful memories, when we create courage and face our fears we actually write new, more powerful memories, with more positive outcomes in the PFC” (Sweeney 2020). When the brain is experiencing fear, anxiety, stress, uneasiness, uncertainty, or tension, the hippocampus protects the prefrontal cortex by putting up a wall that limits access to it. As presenters, our job is more than just teaching a theory or helping people discover and use information; our job is also to help reduce tension in the classroom to increase retention.

Here are some ideas to tune people in to MMFG-AM:

•  Use music for background noise as people enter, exit, or have discussions.

•  Use examples from the audience.

•  Watch your audience for their excitement or boredom levels and move through content at their pace.

•  Explain the why and how behind the content so learners are in the know.

•  Ask questions that start with facts before feelings.

•  Randomly select team leaders in advance of an activity so learners know the expectation.

•  Follow the safety scale for working together. Start by having learners work in pairs, then the next most comfortable in groups of three, followed by small groups, and last would be in front of a large group.

•  Give directions for activities in one or two steps at a time.

•  Take baby steps with new or difficult content to allow mastery little by little.

•  Create stretch goals with the participant rather than for the participant.

•  Add in time for practice during the session so learners are not doing something for the first time outside the classroom.

Instructor-Led Participant-Centered Methodology

Part of what has made me who I am today as a speaker, trainer, and consultant is having just enough ego to get onstage in front of 1,000 people and having enough humility to know it is not about me. Great sessions are always about the audience and those they will turn around and teach. The goal is for each learner to teach at least one other learner. And triple transfer—when the person a trainer teaches is able to then teach that information to another learner—is the ultimate goal. Over the past 40 years, the Bob Pike Group has used instructor-led participant-centered (ILPC) methods to achieve triple transfer.

My dad, Bob Pike, believes that “there is no such thing as dry, boring content, only dry, boring presentations.” In other words, as trainers we need to make sure that the technical content is relevant and add interactivity and engagement throughout so learners see a personal payoff in their learning. The brain doing the talking is the brain doing the learning, so it is imperative that trainers be a guide on the side and let the participants do the heavy lifting. It takes practice to design classes that are structured with the learner being the center of the learning and actively engaged throughout, but it reaps rewards.

There are many components within ILPC learning, but for now we will keep it super simple and stick to three that can be implemented immediately and have a big impact.

•  Doing = Learning. Action Planning = Retention. The concept here is to provide time during training for focused practice. Research on the world’s top athletes, musicians, and chess players finds they require a minimum of 10 years of practice to reach their peak performance (Ericcson 2006). Once a participant leaves the room there is no guarantee that the information will be applied and used, so provide opportunities for practice that include peer-to-peer or instructor feedback. Feedback from an instructor is valuable if it is positive, specific, and constructive. Self-reflection through journaling and action planning is another alternative—all the better if participants share their work with at least one other person. Providing lots of options and choices also helps to increase their level of engagement.

•  People don’t argue with their own data. This component of ILPC learning has you tap into your participants’ prior experience and expertise to promote faster buy-in to your content. Having participants share allows them to critically think about past coaching, learning, and methods. It has them analyze for themselves and listen to one another. To dig deeper into this, use lots of questions to get participants to the aha moment for themselves. Ask questions that start with “how” to tap into cognitive processing versus just absorbing and listening to a lecture. This also honors their experience and what they bring to the table. Each person will identify with learning in ways that are comfortable for them.

•  People have different learning preferences. Note the subtlety between preferences and styles in Figure 2-1. There are thousands of learning theories, styles, approaches, and intelligences. How do we cut through the noise and find what really works? George Ojemann has studied more than 100 brains using electrical stimulation mapping, and to no surprise they’ve all mapped differently—uniquely. Because no two brains are the same, there is no single best method of instructing, which brings me to the concept of preferences. As you design and present, think about variety on both ends of the spectrum. Whether it is informative or practical, specific or general, reflective or participative, having a variety of interactions helps you toss the widest net and meet a wide array of learning types. You can find 55 ways to add variety to your training by turning to the tools on the handbook website, ATDHandbook3.org.

Getting to the CORE of Training

I love to attend a session where I can walk away with tips to apply immediately. Not just theory. If you are like me, then you will like these activities to get started with ILPC implementation.

CORE is an acronym for the four components of interactivity you want in every session. Not activity for the sake of interaction, but intentional, essential CORE components that are proven to increase retention and pull through. You can allocate more or less time for each component by selecting the best activities to align with the timeframe of your session. Just don’t fool yourself into thinking there isn’t enough time.

Closers

What does an effective closer look like?

There are three key components to closing out a session well, and they conveniently create the acronym TIE:

•  Tie things together.

•  Include everyone.

•  Examine next steps.

A single effective closing activity should embody these three components—it should direct participants to consider how they will apply their new knowledge; it should celebrate their hard work during the session; and it should allow participants to mentally connect the new information with their prior knowledge, tying up any loose ends of the new content into a nice, neat bow.

A deadly sin of trainers is closing with, “In closing, let me summarize….” I cringe at the thought. In that situation, the person doing the talking is doing the learning. An ILPC trainer would close by saying something like, “Take four minutes to work as a team at your table and brainstorm five ways you plan to implement skills or ideas you learned today.” That is facilitating action planning—it’s setting up your participants to plan how they will act on the information they’ve learned.

The role of instructor is to set the activity up; the participants decide on their takeaways. This reflection and planning time helps them focus on what they will do differently because of what they learned. Through this brief planning, they are participating with the content (promoting retention), communicating with one another, gaining a greater awareness of their next steps, and building a better attitude toward applying the content—all before they walk out of the session.

In general, I find that trainers are less likely to do a solid closer and more likely do an effective opener, so here are some tips and several quick closer examples:

•  Action idea list. This is a blank page in the participant workbook where learners can record important ideas to use in the future. It is helpful to make this page a unique color so it’s easy to find.

•  Get one, give one. Participants take their action idea list, meet up with another participant, share their best idea of the class so far, and get their partner’s best idea. They then move on to another partner and share their second-best idea. They continue the process for a prescribed time limit.

•  High-five review or toe touch. Participants partner up and, when the instructor asks a question, they answer between themselves. Once they have a sufficient answer, they give a high five (or tap toes if social-distancing protocols are in place).

•  Journaling. Allow participants time to write concepts and ideas in their own words. Offer guidance to ensure participants can effectively “close” around the topics being taught.

•  Key concepts. Working with a group of people, share the key concepts, ideas, or takeaways from the learning session.

•  One word whip. Each participant shares one word that describes how the training session has gone for them, what they learned, or how they are feeling about the day.

•  Polls. Using physical space, written cards, or virtual tools, ask directed questions or statements to find out which action ideas are most important to participants and what concepts they are going to use first.

•  Pop-ups. One person stands up, briefly shares an idea, and then sits back down. The next person will do the same and so on.

•  Sit-stand. Participants begin by standing. The instructor shares a fact or piece of information. If it is true for the participant, they sit down and stand back up.

Openers

What exactly is an opener? The goal of a strong opening is to move participants into a place of learning as quickly as possible. If you typically open your session with a test or by presenting your agenda, stop! While the course objectives and agenda are important, the priority should be breaking the preoccupation of those in the room to capture their interest in the training and create buy-in. In some circumstances, trainers are required to present safety procedures as a first order of business. If this applies to you, then the opener should come immediately after completing the safety precautions.

An opener is a purposeful activity that is relevant to the content. There are three questions we can ask about an activity to help decide if it is a good opener or not. We refer to this as raising the BAR. Does the activity:

•  Break preoccupation.

•  Allow for networking.

•  Stay relevant to content.

If you can answer “yes” to these, the activity qualifies as an opener and not just an icebreaker.

Open with your most important message and provide opportunities for learners to feel good about themselves. For example, use their first names, honor their years of experience, share bits and pieces of personal information (as appropriate), and say “thank you” when they’ve shared a good idea. In class, once we’ve had partners work together, I may ask them to give their partner a high five or fist or elbow bump or to just say “thank you” as a way to show appreciation and build their confidence.

If you want to gain the attention of your participants, you need to “hook” them in right away. Your audience will decide in the first few seconds of your presentation how interested they are in what you have to say. In a spoken presentation, your hook must capture your participants’ attention in the first few sentences and make them want to listen attentively.

Here are a few quick openers that will grab the attention of your audience:

•  Outline an incident.

•  Ask for a show of hands.

•  Ask a rhetorical question.

•  Ask a discussion question.

•  Make a promise.

•  Make an outstanding statement.

•  Use an unusual statistic.

•  Use a visual or prop.

•  Use a metaphor or an analogy.

•  Share a compelling story.

In general, you should avoid these when beginning your presentation:

•  Apologizing

•  Beginning with a joke

•  Admitting you are unprepared

•  Asking how much time you have

The scientific principle of primacy shows that people are most influenced by and remember best whatever they hear first. A strong opening is critical to the success of any presentation. Start strong!

Revisiters

Revisiting is when the learners do the work. They take the time to connect the dots and to put a content frame around what they just learned. It is their chance to understand the meaning of what was said. Revisiting requires analysis and synthesis, which also builds critical thinking skills. There is a time and place for both revisiting and reviewing, but in ILPC training we primarily focus on the revisiting to keep the learner actively engaged in the process.

This is a great way to help space the learning and reinforce key messages, which also helps to move information from short-term memory into long-term memory. When learners don’t have a chance to use their newfound knowledge, it is very easily forgotten (Litman and Davachi 2008).

For this to be effective, revisiting activities need to be well designed and executed. When you’re creating your revisiters, remember the acronym DO IT:

•  Don’t announce it, just do it.

•  Oriented to action.

•  Includes everyone.

•  Think reinforcement.

What is designed into the program usually happens, so make sure to include revisiters in your schedule. It takes repeated effort for information to move into long-term memory. Of course, reviewing the information over time is most effective, but revisiting during class is important too.

Just as participants typically dread inactive learning, they also typically dislike mundane types of review, like pop quizzes or making flashcards. Make the revisit fun and interesting. Bring it to life by revisiting the content solo, with partners, or in small groups. When using a game, ensure that everyone is able to buzz in and engage. Watching others revisit content is just review! You want to build and facilitate revisiters that engage all participants.

Energizers

Energizers are fun activities that get people up from their chairs and moving around before getting back to work. If you ever met me, you could easily guess that energizers are one of my favorite things. I just love to see participants go from tired to pumped for what is next. I am full of energy, and I love to share it with others—people often ask if I can bottle my energy and sell it to them. Unfortunately, energizers are as close as it gets.

A great energizer stimulates the mind and body all at once. They can be used during a transition time, to break up a long section of content, or after a quiz. Energizers should be used whenever the energy in the classroom seems low. Oftentimes this is late in the morning or late in the afternoon, once participants’ candy bars or meals are processed and they begin to crash.

Energizers do not have to relate to the content, but they can. Sometimes I ask people to stand up and use their thumbs and pointer fingers to massage their ear lobes for 30 seconds. Besides feeling good, this actually triggers a stress relieving, mind-focusing effect on the body. If you choose an energizer that does not relate to the content, make sure it is quick.

If your energizer links to the content you have been teaching, it also becomes a physical revisiter. Here are some quick ideas that can be used either way:

•  Action idea list. Learners record important ideas on a blank page in their participant workbook that they want to use in the future. It is helpful to make this page a unique color so that it is easy to find.

•  Field trips. A technique where learners explore concepts and learning outside the classroom setting.

•  Four corners. Label each corner of the room with A, B, C, or D. Ask questions and tell participants to go to the corner that best represents their answer.

•  Gallery walk. Hang posters of content up on the walls and have learners move around the room, recalling information and adding new insights to learning that has already taken place.

•  Human lineup. Have participants line up on an imaginary continuum. For example, more experienced to the right, less experienced to the left. Participants will have to talk to one another to figure out who goes where. This is an example of a visual survey.

•  Human scramble. After giving participants criteria on information to share, have them meet up with one (or more) people, share the information, and then move on to meet as many new people as possible in the time allowed.

•  Matching. In this process, one idea is connected to another as the participants choose an option from a list of possibilities.

•  Mirror race. Ask participants to pair up, with one being the follower and one being the leader. Tell the leader to move around while the follower tries to match their movements. Have participants switch roles and try again. Feel free to tie this exercise into content!

•  Mnemonics. This is a memory tool like a rhyme, a visual, or an acronym.

•  Sit-stand. Participants begin by standing. The instructor shares a piece of information. If it is true for the participant, they sit down and stand back up.

•  Top 10 list. Have participants generate a top 10 list of ideas or concepts related to the topic at hand working in groups or individually. This activity helps home in on the most important concepts.

•  Touch three walls. To increase the energy in the room, tell participants to “touch three walls, give two high fives, and return to your seats as fast as you can. Go!!!”

•  Wall chart list. This is any activity that gets learners up and standing by a wall where they can write on a chart or whiteboard.

When used correctly, revisiters and energizers will get participants back into a learning mode with a refreshed body and refocused mind. Most participants will make the connection between the activity and the purpose for which it was intended—to help the learning process. You can find a checklist for how to facilitate each activity by turning to the tools on the website for this handbook at ATDHandbook3.org.

Consider the Social Component of Learning

You may remember a time you attended a course and at the end of it thought, “I have no idea who was in class with me, but I did learn the content. Now I wish I had someone to follow up and connect with to bounce ideas off of.” Connection and community are important, and if you have not included them you are missing an important piece of learning. In fact, one study found that starting the day with a simple relationship-building activity—such as welcoming participants at the door—can increase academic engagement by 20 percentage points while reducing difficult behavior by nine (Cook, Fiat, and Larson 2018). Connection also forms relationships.

At the Bob Pike Group we developed the CIO model: control, included, and openness. A sense of belonging can be achieved by giving learners control through choices. The choices do not have to be life shattering. As you think about choices, pick ones that fit your personality and consider whom you are training. Here are some easy examples to start you off:

•  Work alone or with a partner.

•  Write your ideas on a whiteboard or in your workbook.

•  Select a team leader.

•  Write down your own goals.

•  Stand and stretch or sit and stretch when you are finished with the exercise.

•  Answer the poll questions using clickers or your smart device.

•  Collect points during class.

•  Listen to a podcast and report back.

•  Take a test on your own or with a partner.

•  Choose your own seat.

•  Create a name tag and put down your two favorite pastimes and one idea you want to use from yesterday.

Providing these choices for participants to make creates a safe environment in which learning can occur and long-lasting relationships can be built. Purposefully create times of connection so that participants can get to know one another. If you provide time for writing down goals and then let learners share them, they may discover a commonality that fosters a relationship. The social component of learning helps reduce tension and give learners control, which makes them more open to learning. In addition, remind participants to create action plans and share them with one another to create accountability. From those plans people can break into smaller groups that share similar ideas for additional networking. People like people like themselves, and this is one way to build bonds that will last beyond the four walls of the classroom.

Oh, the Many Hats a Trainer Wears

When I first began training, I had no idea that the term facilitator was different from presenter or speaker. Here are the main distinctions:

•  Speaker. This term is often synonymous with keynoting. This could be a formal lecture or more edutaining or motivational. One of my favorite speakers is a woman named Jeanne Robertson. She is a true humorist and a storyteller! I want to be her when I grow up. A speaker can get across a message in a lot of ways, but it is typically a one-way communication style in which ideas are shared by a thought leader.

•  Trainer. These people show how things are done. Most of this chapter was dedicated to this role. Learning happens through watching the presenter role-model, through the content itself, and through learning from peers throughout the session.

•  Facilitator. When working with clients, I often have to ask what they mean when they say, “Facilitate a session.” The word facilitation comes from the Latin word facilis, which means “to make something easier.” This term is often associated and commingled with a presentation, a speaking gig, or a training session. However, it is different. Facilitation occurs when you are not the content owner and instead are responsible for asking questions and leading a group through a process to come to an end result. It is important to keep in mind that a facilitator is not sharing opinions or a bias, and is not the interesting one but the interested one.

•  Coach. Take a moment and pause to think about the best coach you know. This would be someone you learned from, but in an indirect manner. When you put on this hat you provide guidance to learners to help them reach their goals and potential by asking good questions and helping them figure it out for themselves.

•  Mentor. You may think of a mentor as having a one-on-one relationship, but a mentor can also be an inspiration to many. For example, The Creative Training Techniques podcast is my way of being a mentor to many. If you find that you are looking to grow in your role as either a virtual or face-to-face trainer and speaker, I encourage you to sign up for this free weekly podcast, where you can find ideas, tips, and tactics that are practical and immediately usable in the L&D world.

•  Author. As a presenter, authorship may be a little more niche; you may not think about this role if you are an employee, but it can be a differentiator for you. I recommend starting small by creating a blog or publishing shorter articles. The internet has made it easy for us to post articles and provide a place for content curation in the written form. For example, on LinkedIn you can create content and share it quickly as a post, or you could take a little more time and make it into an article. There is a lot of “noise” to cut through on social media, but the idea is to get started using baby steps to help build confidence. Once you have established yourself, find ways to get published in an industry magazine or ezine writing about your area of expertise. This can help you become an authority on your topic. This book is a perfect example of how you can get published without writing an entire book on a single topic. It may take a lot of work to get noticed, but it’s worth it once you do.

Final Thoughts

Yes, you may be an experienced TD professional. Still, I hope that you’ve gained a few ideas as you reach the end of this chapter about the basics. I’ve always believed that it’s good to return to the basics to get grounded and reignite your passion. It’s important for you and your learners because nothing beats a good foundation on which to build an action-packed, experiential learning session.

About the Author

Becky Pike Pluth, MEd, CSP, is not your typical speaker. With more than 24 years of experience in training delivery and design and business operations, Becky has been the owner of the Bob Pike Group for the past eight years. She has designed and delivered more than 5,000 interactive webinars, face-to-face training, and keynotes on a variety of topics including sales, customer service, train-the-trainer, performance consulting, and virtual presentation skills. A Certified Speaking Professional for the National Speakers Association, Becky’s in-person sessions at conferences hosted by Training magazine and the Association for Talent Development have drawn standing-room-only audiences for the last 15 years. She also is the author of Creative Training: A Train-the-Trainer Field Guide and nine other influential books and resources. Her Creative Training Techniques podcast has more than 375 free lessons to learn from. Learn more at bobpikegroup.com.

References

Anand, K.S., and V. Dhikav. 2012. “Hippocampus in Health and Disease: An Overview.” Annals of Indian Academy of Neurology 15(4): 239–246. doi.org/10.4103/0972-2327.104323.

Anderson, M., and S. Della Sala. 2013. Neuroscience in Education: The Good, the Bad, the Ugly. New York: Oxford University Press.

Cook, C.R., A. Fiat, and M. Larson. 2018. “Positive Greetings At the Door: Evaluation of a Low Cost, High-Yield Proactive Classroom Management Strategy.” Journal of Positive Behavior Interventions 20(3). journals.sagepub.com/doi/abs/10.1177/1098300717753831.

Ericcson, K.A. 2006. “The Influence of Experience and Deliberate Practice on the Development of Superior Expert Performance.” In The Cambridge Handbook of Expertise and Expert Performance. New York: Cambridge University Press.

Kostyrka-Allchorne, K., A. Holland, N.R. Cooper, W. Ahamed, R.K. Marrow, and A. Simpson. 2019. “What Helps Children Learn Difficult Tasks: A Teacher’s Presence May Be Worth More Than a Screen.” Trends in Neuroscience and Education 17 (December). doi.org/10.1016/j.tine.2019.100114.

Litman, L., and L. Davachi. 2008. “Distributed Learning Enhances Relational Memory Consolidation.” Learning Memory 15(9): 711–716.

Pluth, B. 2016. Creative Training: A Train the Trainer Field Guide. Minneapolis: Creative Training Productions.

Riley, H., and Y. Terada. 2019. “Bringing the Science of Learning Into Classrooms.” Edutopia, January 14. edutopia.org/article/bringing-science-learning-classrooms.

Sweeney II, P.J. 2020. Fear Is Fuel: The Surprising Power to Help You Find Purpose, Passion and Performance. London: Rowman & Littlefield.

Thomas, M.S.C., D. Ansari, and V.C.P. Knowland. 2019. “Annual Research Review: Educational Neuroscience: Progress and Prospects.” J Child Psychol Psychiatry 60:477–492. doi.org/10.1111/jcpp.12973.

Recommended Resources

Pluth, B. Creative Training Techniques. Podcast, The Bob Pike Group.

Pluth, B. 2018. Training Difficult People. Minneapolis: Creative Training Productions.

Pluth, B. 2021. Webinars With WOW Factor, 2nd ed. Minneapolis: Creative Training Productions.

Pluth, B., and R. Meiss. 2014. SCORE! for Webinar Training, vol 5. Minneapolis: Creative Training Productions.

Pluth, B., and R. Meiss. 2017. CORE Activities and Games for Face-to-Face Training, vol 3. Minneapolis: Creative Training Productions.