Legacy Magazine

By Kris Whipple
Originally published January/February 2011

What’s your training style? Are you systematic and analytical (think outlines, agendas, and worksheets) or do your training sessions lean more toward the creative and spontaneous with games, role-playing, and brainstorming activities? If either sounds like you, thank the dominant side of your brain. Unfortunately, this same dominant side, which along with other variables dictates your personality, behaviors, and preferences, may also prevent you from connecting with everyone in your training audience. Why?

The cerebral cortex, the part of the brain that controls rational functions, is made up of two halves, or hemispheres. These are connected by a thick band of nerve fibers (the corpus collosum) that sends messages back and forth in a cross-wired fashion, so your right hemisphere controls your left side and vice versa. Brain research has confirmed that just as you have a dominant hand, eye, and even a dominant foot, you probably have a dominant side of your brain. And while no one is totally left-brained or right-brained, learning via the preferred side is faster and easier because your dominant side has more neural connections. This means that when learning is new, difficult, or stressful, we automatically go to our preferred side.

The fact that most of us have strongly lateralized brains is probably no accident, according to Dr. Michael Corballis, professor of psychology at the University of Auckland, New Zealand. Early in human history, and possibly even in our pre-human ancestors, evolution delegated different cognitive responsibilities to the brain’s two hemispheres. This allowed our brains to become more efficient and smaller, meaning fewer calories were needed to keep it running.

The concept of right-brain and left-brain thinking is based on studies first developed by Nobel Prize-winning American psychobiologist Roger W. Sperry in the 1960s. Through studies with “split-brain” patients (whose two hemispheres could not communicate with each other due to a severed corpus callosum), he discovered that the human brain has two very different ways of thinking. While the idea of left-brain versus right-brain continues to be a controversial subject among scientists and academics, most scientists and researchers agree that there are definite differences in the way each hemisphere works.

The left side of the brain is the seat of language. It processes information in a logical, linear manner, by taking pieces of information, arranging them in a sequential order, then drawing conclusions and forming strategies. To the left-brain learner, facts and symbols rule. They’re comfortable with words, names, numbers, and scientific data. If your thought processes tend to be more analytical, objective, and detailed-oriented, you may be a left-brained learner.

Unlike the verbally skilled left hemisphere, the right hemisphere focuses on the visual. Rather than processing information sequentially, the right brain processes information intuitively, randomly, and from whole to part, starting with the answer and working back. If you find yourself pulling answers out of the air without knowing how you got them; if you focus on the big picture before the details; if you’re creative, emotional, and spatially skilled; and if you learn best by doing rather than listening, you might be a right-brained learner.

Unfortunately for right-brained learners, modern society and learning institutions tend to favor left-brain modes of thinking that focus on logical thinking, analysis, and accuracy, while downplaying the right-brain modes of thinking that focus on aesthetics, feeling, and creativity. Experiments show that most children rank highly creative (right brain) before entering school. But because educational systems place a higher value on left-brain skills like mathematics, science, and language than on drawing or using our imaginations, only 10 percent of these same children will rank highly creative by age seven. By the time we are adults, high creativity remains in only two percent of the population.

It’s obvious that in order to foster a more whole-brained training experience, we need to include training techniques that connect with both right- and left-brained learners. So how do you ensure that you connect with everyone in your training audience?

If you naturally live in the left side of your brain, include right-brain activities that promote creativity and synthesis like role playing, brainstorming, and creative problem solving. Remember that right-brain learners do best by seeing, touching, doing, and being in the middle of things. Adding small group activities, hands-on exercises, metaphors, analogies, and visuals to your training repertoire will increase your audience’s right-brained connections and ensure a more whole-brained approach.

And if you’re a right-brain-dominant trainer? Adding organizational tools like written agendas and outlines as well as analytical activities like worksheets, fact sheets, and discussion will support the linear learning needs and desire for details and data that are characteristic of left-brain learners.

Tilden’s principles state that effective interpretation “must address itself to the whole man.” By better understanding the influence of hemispheric dominance on you and your participants, and by promoting a whole-brain learning approach, you are one step closer to ensuring your training not only addresses the “whole man” but your whole training audience as well.

Kris Whipple, CIG, CIT, CIP, is an interpretive consultant/trainer in Naples, Florida. She can be contacted at kris.w@earthlink.net.

By Kris Whipple

It’s been said that you never get a second chance to make a first impression. That’s certainly true of our visitors. We know that long-lasting impressions are made within the first few seconds after they enter our facility. Because of this, we focus time, energy, and resources to ensure that those first impressions are positive, meaningful, and memorable. But visitors aren’t the only ones who are influenced by first impressions. Your employees are, too, and that starts with your employee orientation program.

While most organizations spend a lot of time and money on the recruiting and hiring process, they often neglect orientation. Yet when thoughtfully designed and facilitated, an orientation program provides far more than an introduction to your facility; it demonstrates a commitment to your employees’ success. It generates enthusiasm for your organization and its purpose. It establishes standards and communicates your organization’s values, mission, and culture. These guiding principles will impact your employees (and in turn your organization, visitors, and resource) throughout their employment. Research has shown that effective orientation programs are better for your organization’s bottom line too, resulting in reduced start-up costs, reduced turnover (some studies show that organizations with a comprehensive orientation can expect to reduce their turnover rate by 50 percent within two years), and increased productivity and staff morale.

Unfortunately, in spite of their many benefits, orientation programs often end up leaving new staff feeling confused, frustrated, overwhelmed, and questioning their decision to join the organization in the first place. Some of the most frequently cited offenses:

• Bombarding participants with facts, figures, names, and faces.
• Hours spent sitting through boring orientation videos and bad lectures, or reading through tedious training manuals and confusing forms.
• Organizations that are unprepared or unwelcoming, leaving participants waiting in the lobby while staff figure out what to do, failing to provide new staff with a phone, e-mail, computer, and meaningful work, or failing to introduce them to coworkers.
• Orientation programs that emphasize “rules, regulations, and things that will get you fired” but fail to inspire or ensure that new employees clearly understand their jobs.
• Trainers who are negative and uninspired and who criticize the organization, visitors, or other staff members.

It doesn’t have to be that way. As a former employee (or cast member) for the Walt Disney World Company, I was fortunate to participate in its internationally known “Traditions” orientation program and experienced just how powerful orientation can be. Using techniques including storytelling, multimedia, group exercises, discussion, and field experiences, this multi-day program introduces employees from custodial to administrative to the company’s culture, heritage, traditions, values, service standards, and behaviors while inspiring excitement and enthusiasm for the company’s mission and guests. Studied and replicated around the world, Traditions includes strategies that can lead to exceptional employees and can be applied to any orientation program.

Start with great trainers: Each year, Disney cast members audition for the coveted position of Traditions assistant. Selected for their facilitation skills, work record, enthusiasm, and ability to communicate and model Disney values, culture, and guest service standards, these veteran cast members leave their daily jobs at regular intervals to teach Traditions for one year. The honor of being selected and opportunities to learn new skills and work with new audiences are benefits to those selected. Participants benefit from spending time with veteran cast members who are passionate about the company and guests and are excited to share their experiences and expertise.

Make a memorable first impression: The company knows that, like Disney guests, new cast members arrive with exceptionally high expectations. Therefore, the company works hard to ensure that everything from the pre-training information packet to facilities, training materials, multimedia presentations, activities, and staff exceed their expectations, ensure they feel welcome, and maintain the Disney “magic.” By showing it cares for its cast, the company models and inspires cast to care for their guests.

Introduce them to the company heritage and culture: Like great interpretation, great training connects with both the heart and mind. Generating excitement for the company’s heritage, values, vision, culture, and standards through compelling stories, engaging activities, firsthand encounters with cast and guests, and inspiring media presentations has far more impact than forms and training manuals. While policy and procedures are important, they don’t dominate the day.

Teach the principles of great guest service: No matter what kind of organization or facility you are involved with, great guest service is critical to your success. During Traditions, all cast members are introduced to the Seven Guest Service Guidelines, which clearly describe standards of friendly, courteous treatment for all guests, fellow cast members, and external business partners. Like the company’s mission and purpose, these service guidelines direct how business is to be done every day.

Give people a purpose not just a job: During the Traditions program, new cast members come to understand that regardless of job title, they all share a common purpose—to make a positive difference for guests through fun, memorable experiences. This sense of purpose, the awareness that every job impacts the guest, and that every action is a reflection on the entire organization directs every decision, behavior, and guest interaction, no matter what the cast member’s role may be.

Never underestimate the power of a great orientation program. While it takes energy, time, and commitment, when carefully designed and facilitated it creates inspired, effective employees, which leads to success for the organization, the visitor, and the resource.

Kris Whipple, CIG, CIT, CIP, is an interpretive consultant/trainer in Naples, Florida. She can be contacted at kris.w@earthlink.net.

By Julia Pinnix

Looking for a new way to approach training interpreters? Try a “layered walk.”

Demonstrations are an excellent way to involve visitors and trainees alike. Choose a spot where folks can linger, like this bench in the woods, where a flint knapper prepared his display.

As interpreters, we’re supposed to consider who our audience is and tailor our approach. Interpreters-in-training are a special kind of audience. Many of us are hands-on, big-picture people who like to be active and learn best by doing and seeing. I’ve attended countless trainings for interpreters that are strictly lecture format—I’ve even, forgive me, set up trainings that way myself. Here’s a way to rip yourself out of that mode and get people really involved in learning the art of interpretation.

My goal was to come up with a training activity that accomplished multiple objectives: show people new to the area what a popular part of the park looks like, show a variety of different ways to engage visitors through informal interpretive techniques, show some ways of dealing with common problems encountered while roving, and provide area-specific information they could use. I picked a short trail often recommended to visitors and recruited fellow staff to make presentations.

Each staff person was assigned an interpretive technique or situation. They were stationed along the trail, ready to encounter groups of trainees (as well as the public). I divided the trainees into three smaller groups, assigning two people in each group to wear bandanas around their arms to identify them as “children.” This would allow staff to tailor their choices of techniques to either kids or adults during encounters. The group set off at staggered intervals, so they wouldn’t bunch up or run into one another.

We began the walk with a lesson in coping with dogs on trails. In this particular park, dogs aren’t allowed to walk trails, even on leashes, and the issue is one that comes up frequently for all park employees. I was the staff person for this encounter session, and had recruited a volunteer and his service dog to play the part of a visitor. As the first group approached, accompanied by the dog and its owner, I stepped forward and greeted them, and demonstrated how to cope with the situation. Then the group went on to the next station, and I signaled the second group to come on in.

The next station had a spotting scope set up for the staff person to use as bait to draw in visitors. He demonstrated how to do this and then gave a brief informal lesson on local geology.

The third station was located at a historic cabin. As the group approached, they encountered a staff person in period costume playing the role of a character from the time period the cabin represented.

Junior Rangers were the target for the fourth station. The designated “kids” were greeted and given a booklet and instructions on how to become a Junior Ranger. The staff person demonstrated how to use children to engage their parents.

Station five had a staff person holding cedar bark, which he used as a tool to talk with visitors about the trees in the forest. The group learned information as well as seeing the effectiveness of having something for visitors to handle.

The sixth station was located beside a bench. The staff person had laid out an attractive assortment of cultural artifacts and materials, and was working on making stone tools. He invited folks to come see what he was doing and used the display and demonstration as a means to engage visitors in thinking about the native people of the region. They could sit on the bench to watch him work.

As the groups crossed a small bridge over a wetland, a staff person was waiting at station seven to ask if they smelled anything unusual. Skunk cabbage was emerging, a great opportunity to demonstrate how to engage visitors through their own senses, as well as how to take advantage of a natural interpretive opportunity.

A person in the group was asked beforehand to help out with the last station. As the group approached the station, they saw a stuffed chipmunk perched on a railing. The shill in the group pretended to offer the chipmunk food, and the staff person lurking nearby demonstrated how to deliver the important message: “Please keep the wildlife wild!”

At the end of the walk, the group returned to a central meeting site and was led in a discussion about the walk. What had they learned? What techniques could they identify? What issues came up? What were the differences between interpretation, information, and educating visitors about park regulations?

One of the best side benefits of the exercise was the presence of actual visitors. The exercise took place on a popular trail at mid-day on a weekend, and lots of families were out enjoying the park. The trainees got to see staff really interacting with the public, not just role-playing for their benefit. Visitors got a richer experience, too.

Out of the entire training experience, this exercise was one of the most popular. It met the needs of the audience: they were outside, active, seeing the interpretive skills they were learning demonstrated by their supervisors and coworkers, and becoming familiar with the park. From a trainer’s perspective, it illustrated the points we wanted to emphasize and inspired participants to engage with the place and with the presenters at each station. And for everyone involved, it was fun.

Training should be as interpretive as the programs we want our staff to deliver. It should be engaging, meaningful, memorable, and relevant. It should inspire staff to connect with visitors and help them discover the magic of the place they are visiting. Too often, we lean on information alone and forget our own lessons. Look for creative ways to involve your staff in practicing interpretation during training. Show them, don’t just tell them, and you’ll see positive results over the course of the season.

Julia Pinnix is entering her 22nd year as an interpretive naturalist. Currently a seasonal lead ranger at Mount Rainier National Park, she has worked for the National Park Service, US Forest Service, private companies, and non-profit organizations.