Controlling the Haunted Creatures in your Classroom

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Hi, everyone, and welcome to today’s webinar, Controlling the haunted Creatures in Your Classroom, hosted by HRDQ-U and presented by Lenn Millbower.

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My name is Sarah, and I will moderate today’s webinar. The webinar will last around one hour. If you have any questions, please type them into the question area on your GoToWebinar control panel, and we’ll answer as many as we can during today’s session.

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Today’s webinar is sponsored by HRDQ Assessment Center. The assessment center consists of over 40 online assessments that deliver soft skills training to transform your workforce.

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HRDQ Assessments are informative and powerful learning tools for employees at all organizational levels with the ability to complete assessments from any location on any device at any time.

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Learn more at www.hrdqstore.com/hac.

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Today’s presenter is Lenn Millbower, the Mouse Man and author of Care Like a Mouse. Lenn teaches Walt Disney inspired service, leadership, innovation and training and success strategies.

1:10

Everything just detached, seems magical. But it isn’t. All that mess it up close. You spent 25 years at Walt Disney World as an operations trainer, Disney MGM Studios Stage Manager, Kingdom opening crew and was part of Disney Institute, Disney University and Walt Disney Entertainment management. Now, just shares methodologies that will help you make your own magic. It’s an honor to have you speaking with us today Lenn.

1:38

OK, thank you very much, Sarah. So, enjoy our time together and thank you all for attending and hopefully we’ll have a scary good time today.

1:46

So, usually we’re used to Disney being all bright and shiny and magical like what you see on the screen here. So, let’s get started with the differences.

1:55

And we’re going to talk about controlling those haunted creatures in your classroom.

2:00

And of course, this is Walt Disney’s Swamp; this is actually the area around which the magic kingdom was built.

2:07

And if you look at this closely, it’s kind of costumed already because there isn’t here in the upper left of the lake. There’s an arrow in the upper right.

2:16

And there’s a little bit of a no sticking out towards the, I guess, bedsores, the west on the right-hand side, and of course, this is the famous at Walt Disney World.

2:28

It is in the Magic Kingdom, and it’s called the Haunted Mansion and Wallet worked on this for years and years and years.

2:35

But that’s not the only haunt at Walt Disney World. There are other fonts to our book.

2:41

This is one of those fonts spoken around them or the haunted Mansion but didn’t get stuck there.

2:48

Anyhow, there are other haunted that pop up, and these creatures show up at training.

2:55

This is a photo of the Disney University, it is the corporate training arm for Walt Disney World and in my career, I’ve seen plenty of goals in the classroom now, Particularly, not all Disney training is in a classroom.

3:10

Some of it is simulations, running you know, for instance, the drivers on the Safari at Disney’s Animal Kingdom practice with a simulator.

3:22

And that’s a much better way than things were done when I was there.

3:26

But the thing I’m going to talk about with the goals today, and how to upload control them, it’s mostly focused on live classroom, but I believe some of the same parameters follow anywhere. So, let’s dig in and see what we can find.

3:41

Quickly, just a little bit about me. There’s a in the upper left on that, the Lambo ride wide training, 25 people to do that.

3:49

Humongous fail, then, at Horizons where I was the trainer for most of the future world, Arab Gut, getting my management credentials.

3:59

Being the Stage Manager for the Teenage Mutant Ninja Turtles salmon and doing the mentoring training at the Disney MGM Studios Entertainment.

4:08

Then, we’ll go over to Epcot that’s in the middle on the far right and in charge of the entertainment training over there.

4:16

Opening crew Animal Kingdom, then working at Disney and Institute, Disney University And getting my partners And X one’s Lifetime Achievement Award. So, I assume a lot of training there and I’ve also seen a lot of goals.

4:28

Now, I should say that in this presentation, I may be one of those goals because this is not a Disney presentation. I’m not authorized by … with Disney to talk about this stuff. This is just my own opinions based on years fighting off the person.

4:44

So, let’s get started. Now, what do I mean by the creatures? Well, here’s a couple of examples. Examples have you ever had in a classroom of yours, Dracula?

4:53

They’re not colonel. They really aren’t away. They sit in the back of a yawn, probably maybe even sleeping during class. And when they say anything, they suck the life out of the room.

5:06

Well, that’s one goal.

5:08

Here’s another one, this one’s similar.

5:11

He tries to be invisible.

5:13

You particularly see their school when you ask for volunteers for a rope like, that’s like the shrinking their seed and say, No, no. You don’t know me, but this goal of wives arrives late hyphen, back, and refuses involvement.

5:27

Here’s another one.

5:28

The Frankenstein, very tough exterior sits there, where the Psalms Cross Grunting, and it’s very intimidating.

5:37

But the truth is he’s really got a chart you just have to get through it, and slash or the one who just dominates every discussion that we make, your mark and won’t stop attacking people, OK?

5:50

Those are, for example, obviously this is all tongue and cheek.

5:55

So let’s have a good time.

5:57

What are some other creatures that can emerge in your classroom? What are some creatures you bought?

6:03

And I’ll let Sarah explain how we’re going to communicate with each other.

6:08

Yes, so you can type your responses into the questions box, and we can share some of those today.

6:16

If you just wanted to take a few moments there, just type your responses, will shout out some of the answers we received.

6:26

So what other creatures can emerge in your classroom? Oh, many set the know it all. Who talks over the instructor?

6:35

Yep. Yep, I see those too.

6:38

Yeah. The CW set that goes never shows up at the registered and takes a slot.

6:46

I’ll set the Zombie, they’re there because they were made to, made to calm. They’re forced to copyright.

6:54

The mummy never responds. It just looks at you mutually.

7:00

Julie says, an overshare, someone who has an agenda panel. Zombie is they’re burned out from too many meetings.

7:11

Diane said, the challenging creatures and parentheses, there, she has eye roll.

7:18

Then, we have Wendy, who said, Pirate, with a big ego.

7:22

I’ll read off one more here, because we have another different one.

7:25

We have the condescend, or the one who recognizes no one’s authority, but there, oh, I like that one.

7:34

Yeah, those are all valid, and, uh, I think you’ll see with what I’m going to talk about that, that I have touched base on very similar thoughts to your own.

7:45

So what I’d like to share today are five strategies that can drive a stake through this ghoulish disruption.

7:52

And those five strategies are decorating your dungeon plot for poltergeists, brainwave emotions, share swoop sensibilities, and maintain your mojo.

8:03

So let’s get going and we’ll start with, decorate your dungeon.

8:07

Now we’re gonna go Disney breaks Vermont because while Disney said, the one thing I learned from Disneyland was to control the environment. I don’t want the public to see the world they live in. I want them to feel like they’re in another world.

8:22

Now, these goals if they behave like it’s their world, they can control the environment.

8:29

But if you take the control of that environment away from them, it’s much harder for them to live in their own world.

8:37

Addition is fanatical about controlling the environment even on a cruise ship. So, for instance, here’s the Disney fantasy all decked out for Halloween.

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They don’t They don’t ignore holidays.

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They celebrate them.

8:52

They align the offering, the ship, the most case to what they’re trying to get people to experience in the classroom. And this is a lightness.

9:04

And it is basically the details that display D 12.

9:09

Now, if you look at the far left of this picture, and this is a marvelous picture of the Canada Showcase at Epcot.

9:17

But if you look to the far left, down in the near the corner, there’s a cardboard box and there’s a mop, or a squeegee, or something leaning against the at the bench.

9:30

The lens does not belong.

9:32

And they do trap family environment.

9:36

And particularly if it’s a broom, if you had any, which is there, it could escape you that way. Now, they just do this all the time, but they go to great lengths to establish an environment, and then they muck it up on their own.

9:48

So here’s an example. This is one of my favorite restaurants.

9:51

It’s an outback steakhouse and this looks gorgeous, however, this is what it actually looks like. And if you can see, those labels, loads or eco lamps supplies their kitchen claiming materials.

10:04

Now, they were in the lobby of this outback when we arrive there for lunch.

10:11

They were still there when we left. an hour and a half later.

10:14

Yeah, that’s my one hour and a half, but, um, what’s that say about the cleanliness in the kitchen?

10:22

I hope they have enough, and Ecolab supplies better.

10:25

And then this is a training facility for teachers.

10:29

And every time I walk by this closet, the door was open.

10:35

So, you were saying, you weren’t seeing the wonderful environment the teacher should experience.

10:41

You’re being reminded of the physicality of it.

10:44

Now, this one, this is the picture of a backside of a door in a Holiday Inn.

10:50

Fractures, me as a sign on, the lower right says, Stay Relaxed, but because this is inside the room, see all those fingerprints on the doors?

10:59

They’re not mine.

11:00

So how am I to relax in there?

11:02

How do I know what’s really going on, on the sheet, too?

11:08

It’s the same claim.

11:10

And then they’re contradictory shines.

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Like, please keep the historic lows, but the room has read it.

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Understand that and they’re cooking the boat, or lobby, or what people are waiting to get into your classroom, and it’s just the mass.

11:27

So your dungeon is yours to control.

11:31

She should decorate it.

11:33

So you should be thinking of the message you send when you’re creature’s.

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Walk into the room, touch the door, hear the sounds inside the room. Smell the owners, see the room. See you, if you’re acting ghoulish, they wheelchair.

11:47

Now gone when your teachers feel the temperature in the room, when they look at the slides, if you’re using a PowerPoint when they look at the wall.

11:55

Are they seeing spiders, or somebody killed apply, or are they seeing things related to your presentation?

12:02

When they’re sitting there …

12:05

everything, when they open their materials. So the materials feel solid, like it’s really something they’re going to learn this.

12:12

Or do they feel kind of crampy fall apart in their hand?

12:16

Is your dungeons spooky?

12:20

Or is it attractive?

12:22

Should intriguing?

12:23

Welcome.

12:25

Kremlin positive, safe, inclusive, knowledgeable, engaging irresistible isn’t yours.

12:38

If you do those things, you don’t smoke them all.

12:43

No.

12:44

This strategy is particularly good with the dry pillows when we talked about before.

12:49

When the entire room, it’s engaging.

12:52

It’s pretty hard for them to fall asleep.

12:55

I’m reminded of one guy who showed up at an orientation program at …

13:00

Entertainment, and he showed up with his newspaper in his coffee head He was going to sit there the whole class or read a newspaper instead of stopping.

13:09

Simplest, coffee little, did he know that I was going to add them up and out of this?

13:12

She would have, but he couldn’t stay well, in this case, again.

13:18

So the Invisible Man can hide in a room that is fully engaging neither, All right. That’s one strategy.

13:25

Not the only strategy because that alone won’t solve the issues and other strategies plotting. Poulter goes.

13:32

Now, you, when you listed creatures, mentioned a couple that are in common with us, including the no, at all who, who won’t shut up and knows everything about everything, so we’ll talk about more in a second or two, but here’s a couple of examples.

13:49

There’s a Poltergeist who loves to cause mischief and mashes up technology, so, you know, something’s going to go wrong.

13:59

Something always goes wrong, and it’s usually the poltergeist who cause some problems.

14:05

So here’s a scattergun seven step sequence you can use to prevent.

14:12

So prepare for, prevent and solve problems based on my experience and entertainment.

14:17

Because you know, with entertainment, they don’t think about what’s the backup plan.

14:21

They think about what’s the backup plan for the backup plan. Then the backup plan for the backup plan, for the backup plan for the backup point. And as you think about the thing that’s so sad, but it happened within.

14:32

They rushed movie shoot in the last week with Alex Baldwin Fire and the Gunmen Live around in It.

14:39

That was improper planning.

14:43

So let’s talk to you of this. The first thing you do is your plan.

14:46

You think about your presentation, and you figure out what you’re going to say, then you rehearse. And the reason you rehearse is because your outcome that where you’re going to set the various crops and materials you need.

14:59

So, for instance, one of the things I like to do is I’m left-handed, so I lean towards the left.

15:05

So I put materials towards the right so that I’d make sure I’m using both sides of the room.

15:11

And another thing, rehearsing allows you to do, is allows you to figure out what you’re going to say, so that, you can be coherent.

15:20

Of course, once you know what you’re going to say, you can also explore the things that could go wrong, Because, as I said, something always goes wrong, and there’s always a poltergeist looking to make things go wrong.

15:35

Let me ask you: What could possibly go wrong, in a classroom, or in a presentation?

15:43

OK, again, so you can type your response in the questions box there will give you a few moments to, to chat, and while you’re chatting in your responses. There, comment, come through about different creatures in the classroom, and I just couldn’t help, but share. The werewolf may transform from man animal quickly, and I just thought that was a good one.

16:12

Is coming through, oh, so, we have CW Setup Power Outage. Minae says the Internet goes down, electricity goes out.

16:21

Allen said, technical technology doesn’t work, rather than saying technology.

16:28

Power failures, it seems like technology is a big update, possibly go wrong, Response here, and I can share that, Sharon. I’ve talked about it today.

16:40

Our plans for, what could go wrong and what the doctor went wrong.

16:45

Just did. We also have presenter, fire drill medical emergency. Technology is the big one.

16:53

OK, so let me give you a couple of examples of things I’ve worked out just in case they ever happen.

17:00

So, let’s say, I’m, I’m delivering a speech to Coca Cola.

17:04

I’m just picking Coca-Cola; I’m not picking on them.

17:07

I’m just picking a recognizable name and there’s a lot of noise in the next room and it’s distracting my audience.

17:15

And, I will just say to the attendees, I’m sorry folks, you have to ignore them. That’s just the techy people mad that you’re having such a good time.

17:26

That kind of comment gets a huge laugh and I’ve also figured out what happens if I ever fall off the stage because I’m clumsy enough to do it and I know what my first responsible de, if I’m lying on the floor, I will say, I will now take questions from the floor.

17:44

So, silly. But it’s a question of preparing for anything that can go wrong and as Sarah can vouch for, I actually have a second computer up and running.

17:52

In case my first computer dies here while we’re doing this OK.

17:57

So, once you know what could go wrong, then, the next step is to protect especially pen.

18:03

Now, obviously, you can’t help it if the Internet goes out.

18:08

But, if you’re running a PowerPoint off the Internet, perhaps, you can put a version of it on your phone.

18:14

Or, perhaps, you can figure out a way if, you know, if you’ve rehearsed well and you know what you’re doing, maybe you could get by with or without even using the internet.

18:25

But the point is, once you protect when something goes wrong, you have to be really careful of this guy.

18:33

And you use a different name, but you alluded to the …, That’s the braggart, who’s a self-proclaimed expert on all subjects.

18:41

And one of the real dangers beyond the peak of geist is that this guy’s going to come up and tell you he knows how to pitch your problem and mark the thing up and waste your time with irrelevant factoids and nonsense.

18:57

But if, if you weren’t prepared, you can sit him down and what you can do is accepted, problem happened and relapse because you know you’ve already thought through the possible problems, you react positively with a smile because no poltergeist is going to get to.

19:15

And the irony is, if you don’t panic, if you react positively, you’re going to get better evaluations and more queries.

19:24

Then if you never had anything, go wrong, then you just enjoy the moment, because you know that the poltergeist that have not been.

19:34

So that’s the entertainers point Strategy three and you alluded to this too.

19:41

Engage those brain-dead emotions, Islam be like emotions.

19:47

Yeah.

19:49

The zombie is one.

19:50

This is particularly identified areas. You said, Braindead, … doesn’t follow instructions, funded that she may be some bombs.

19:58

Then the Frankenstein, who we mentioned earlier, and the truth is, all these creatures are reachable.

20:08

What does, what are known how to region? You said other emotion, assuming others, for example, that we had a motion. Those who appeal to intellect only appeal to a very limited group.

20:19

And that’s why the Disney product has been so successful and so stable over so many years is it isn’t intellect.

20:28

Pasted isn’t art for art’s sake.

20:31

It’s emotional, it, tugs at your heartstrings.

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And if you can target these Zombies and other creatures’ heartstrings, you can win.

20:43

How exactly does this work? So if you have a creature whose mind is completely shut off, they’re just operating on the brainstem. It’s just vibrations coming through.

20:52

Blank, nod, nod, sleep, sleep, yawn.

20:56

The limbic system is the Center for Emotions, and that’s in the center of our brain. And it is pretty anxious matter that ancient as the brainstem.

21:04

The neocortex structure is what you might call, but thinking person’s brain, and that’s this stuff on top.

21:10

Now, a lot of training programs are designed for the thinking brain.

21:15

And that’s what the company you’re delivering training for, usually means, is they have a clear objective.

21:22

They need reached, but it doesn’t do anything for the emotionality.

21:28

The difference between a numerical analysis and artistic expression.

21:35

If you think about adadadd, analyze, develop, analyze, develop, analyze, design, develop, implement, and evaluate where I can get that up to another. If you think about adadadd, it’s more about numerical analysis, then it is about artistic expression, and yet it’s the artistic expression that reaches people ones are worth a mechanic.

21:58

The others are work of art.

22:01

The irony is, this, is that in the Kirkpatrick or levels of evaluation model, what you really want to reach is not whether they liked it or not, not even whether they learn, but due to change behavior, And we’re logic proofs, or motion moves.

22:17

And if you want to move behavior, you have to reach people emotionally.

22:22

So, let me give an example of what I’m talking about.

22:26

The outer surface of a training is what it’s about.

22:31

The inner surface, the inner core, and that surface is what it means.

22:36

Now, in Hollywood, they do this all the time. So, the outer surface of the movie is obese, most, went through love.

22:43

You’ve probably already figured out the inner core messages beauty comes from within.

22:48

Now, Beauty and the beast was a huge success, wasn’t in fact there was remake.

22:53

So it wasn’t just assess. Because you wanted to see how the bee’s one true love.

22:58

No, I would suggest it was a success because beauty doesn’t come from what you look at.

23:05

It’s what you feel.

23:07

Another example, Western in space, truss the force within which we all know what that is.

23:12

Star Wars and appropriately Halloween takes over Christmas.

23:17

But the inner core is stick to what you do well, and you’ll do a better job and be happy with what you are nuts for that.

23:25

And, of course, that is the nightmare before Christmas.

23:28

Now, OK, this is all fancy stuff, but how does it relate to you?

23:33

Well, you have the organizational objectives.

23:37

Those are the logical on the surface, analytical, you have the inner core.

23:43

And that is the relevance to a learner.

23:48

Now, let me, let me ask you.

23:54

If you’re going to train a way to train if you’re going to train people on a new way for them to document their hours so they got paid back.

24:06

How could you reach them emotionally?

24:10

Do you have any ideas, like, what would be the one thing that would grab somebody emotionally about how to document their hours?

24:17

Sir, I don’t know if we talked about this as an activity, but can we do this as a just type in? Yes, of course. So you can type those responses there into that questions box, like we did for the other, the other questions we asked you earlier.

24:33

So somebody you’re trying to train the Who input there our scrapbook?

24:41

So Joyce said, a better system for you. Sean said, are you going to get paid?

24:48

You’re going to get us are you going to get paid OK. Yes. Right.

24:56

What else, do we have any other responses coming in from the audience?

25:01

Well, it’s kind of a tricky question.

25:03

Doesn’t come up, That’s OK.

25:06

Yeah, Wendy said, recognition feels good.

25:10

Then Kimberly said, understand their learning style, and make it about, then, how can benefit them. And, lastly, many said, we do.

25:21

We do rise presentations, to show exactly what to do.

25:26

OK, I, like what many said about, how does this benefit you, because if I were designing this training, I wouldn’t start with what we normally call our objectives. Today.

25:38

We’re going to teach you how to input your hours, document 2.4 point 1, and then how to validate those hours and total mop undocumented 2.4 point 2. Obviously, I just made up what I said.

25:53

But what I would do instead is, I would ask them what they like to do on the weekends, or what they like to do when they go home.

26:03

And, I might use that as introductions, like, if you are going to do introductions.

26:08

So, what’s your favorite thing to do?

26:10

Maybe even keep it downloads, but the idea is to get them to realize that by documenting their hours successfully.

26:18

They get the money so that they can enjoy their lights and live their life to the fullest and have a wonderful time if I could reach to that emotional connection about what the money does for them.

26:30

Then they’re liable to pay more attention to how the page, for how to input their hours should they get paid properly.

26:36

And that’s what a lot of training programs mesh.

26:39

So now let’s talk about reaching these sensibilities.

26:46

Now we’re going to we’re going to look at poor creatures. The fly who is overly plant, like one Stop Talking, Flutters around it is everybody’s business goal training, similar to one. You mentioned at the start as well.

26:57

Then you have the which studious. She tackles the joke. She knows your spouse is very meticulous.

27:04

You have the mad scientist who loves the tariff and the park. They want to see how they work. Get their hands on. It is very self-contained and can be closed off, doesn’t really want to be in the larger group of people.

27:16

Then you have the dominator who wants to take charge is opinionated, is forceful. And he’ll always come back. But he doesn’t want to stick around if you just want the information, and he wants to get out of it.

27:28

Now we’re going to take these four personalities, and we’re going to look at this on a graph.

27:34

This is similar to learning theories that say, there are four different ways people learn.

27:42

Do I believe those theories?

27:43

Not necessarily, but I believe anything you can do to be more diverse in your presentation, to reach more people, It’s helpful.

27:52

And any filter I can use, that allows me to see if I’m reaching as many different types of preferences as possible are used.

28:01

And I might mention that Training Magazine Network has only a Mumford or Quadrant Learning system that I thought was pretty good.

28:10

And it’s similar to this.

28:12

And now I’m not being paid, and then we’ll say that OK, so there are some people who are very low feel an emotion and don’t want to relate to others.

28:21

There are other people who, who will see something, reflect on it, and then wants to talk to others about what they reflected on.

28:29

There are other people who reflect on something they’ve seen, and they want to react to it.

28:35

They want to try it out, they see how it works, take it apart, put it back together, and then there are people who get very emotional and immediately want the child daughter, Maria.

28:45

I call them these four goals. What if you remember the old TV show on the movement? You can say the word Joe was the mode. And we’re like, we never do things together.

28:54

We don’t go out, we don’t have a good, and reflect and relate, as Wilson, the neighbor trouble in the trailer household, good body? Well, you know, the tsetse fly on Africa, one bracket with a situation like that, always vulnerable.

29:10

And then you’ve got those that reflect and react.

29:12

That’s the assistant now, I don’t think so. And the reason he doesn’t think so, it’s because he’s reflected on the problem.

29:18

And he’s a vacuum cleaner and he’s probably taking it apart twice and put it back together twice.

29:24

And then you’ve got Tim Taylor, who feels emotional, grabs a thing, and blows himself up in the process.

29:30

She’s got those four groups and I call them talk test, try because I just like when you get into Myers Briggs. And dispel Klaus and all those but get a little bit obscure as to how they relate to a training program.

29:47

So, the people I would consider in the top quadrant are those that want to discuss something. They want to experience it. Then they want to share the experience with others. And they want to partner in a big group to talk about the experience and learn from each other and hear what everybody’s had to say.

30:07

Then you have the think groups. Those are the people who want to hear what the experts had to say.

30:13

They’d like to read about it. They want to theorize. They want to analyze and listen to those experts.

30:19

Then, you’ve got the test people who, like the solvent valuations. I’d like to experiment, they like that.

30:27

Then you’ve got those who want to try this, just give me the thing, and let me do it.

30:31

Applying, connecting something, Eric, and how does this relate to my life?

30:36

Now, if you look at those four, the ideal school environment for the talk is lunch, because I get the cacti every day.

30:49

The ideal learning room for the group, in study Hall because they get the reason theorize and lectures.

30:58

They like those two for the test group is the Science lab enter the tri-Group.

31:05

That’s a tricky one. You’re probably looking out the window and they’re not in there, they’re playing Hooky.

31:11

But now my question for you is, how would you say none of these four groups of people have ever heard of Halloween?

31:20

So how would you explain, how would you train our wing to people in that group and here’s what I’d like to do, because this otherwise would take way too long.

31:29

If you most recognize yourself as a talker, or a thinker, or a tester or trier, put yourself in one of those groups.

31:37

And in the chat for Sarah, type in, Try, um, give them, give them some candy to explore where I’m just made that part up.

31:49

But from your aspect, pick one of these groups that fits you and tell us in a sentence one thing you might do.

31:59

So trying what Halloween is and how it works to that group.

32:04

Share, would that make any sense?

32:07

Yes, so again, we’ll give you a moment here. You can type in your response in that questions box and then we will shout out some of those answers that we receive.

32:17

Susan said, try, offer a dress up area and an early childhood setting.

32:24

CW said, Tom.

32:27

That’s really interesting because in essence, what you’re doing is you’re reaching them at that highly emotional level.

32:36

Yeah, great. And then we also have, let’s say C W said Talk, make costumes together.

32:44

They would certainly want to share their costumes with each other.

32:48

And then we have Nathan who said learn about the origin and history of the celebration of Halloween.

32:56

Yep, that they would like to do.

32:59

We have Anna who also said, think and watch a video read infographic. Or a short article and share your thoughts afterwards.

33:08

Right.

33:09

And Kimberly said, try, I would have candy for them to try and masks as well for them to try on.

33:19

Yeah. Yeah, try on different mastering. Course I’ll probably just grab one, right?

33:24

Mightily, with the talk they might want to draw. They might want to create their own maps. And we’ll try to if you just give them a match, they’re not going to want to create a much time.

33:35

And we have Test from Joyce, come up with a schedule or different activities.

33:40

And I think with that, I think we hit every all four of the, Yeah, no, she didn’t.

33:48

OK, now here’s the interesting thing about this and I don’t claim that much originality to it.

33:54

Well I have to give Bernice McCarthy credit because she came up with something she called format, and we’ll look at that in just a second here.

34:02

What else it aligns with is the structure of most movies, the three Act movie structure.

34:10

You have a prolog that captures intention.

34:13

That is, why should I pay attention to you?

34:16

And then you have Act one gives you all the factoids you need to the movie Playoff.

34:23

Act two puts the plot in motion.

34:26

Enact three resolves all the conflicts. Now here’s how this works. Let’s take the Indiana Jones.

34:32

I would hope everybody’s seen it if you haven’t, really go out and see it raiders of the lost out.

34:39

It’s scary with Indiana Jones going after this artifact.

34:43

You don’t know anything about him, you just know that this is different and interesting. And so he goes in this cave, these fields, the artifact.

34:54

And then a giant boulder comes chasing after him. He gets out of there and NATO’s coming after him and he jumps on the plane. The plane takes off, and he looks down and says, snakes. I hate snakes.

35:07

And that is, act.

35:09

That is, first, thing in the prolog.

35:13

And what the prolog is doing is saying, this is something you need to pay attention to. These are going to be a lot of fun. You’re going to have a good time to sit back, relax, put the popcorn down, and stop talking to your neighbor and let’s enjoy this.

35:27

OK, X one, we learned that India is a college professor and that the ***** have stolen the ark of the covenant.

35:35

And we learned that, that they know where it is.

35:39

And the, the guy who India used to work with has been missing, trying to find it.

35:48

And so it gets all ready to go, he hopped on a plane, he goes to the Nepal or wherever that earns them.

35:57

The heat pumps into Marianne and it turns out they were lovers him.

36:02

The place burns up and draw a line.

36:06

Let me show you what we’re used to in my country and then they then to decide their partners, OK. That’s setting up the story.

36:15

They go to Egypt, digging in the wrong place and they find the, I find it in the right place like swiping the snake.

36:23

And then the as gets stolen from them and Mindy HUBZone, horse, and traces.

36:31

The vehicles and eventually they get on a ship, and in this case, we hear kiss me here at … crash.

36:41

That’s at the end of it, too.

36:44

Now, there’s a lot of complex setups.

36:45

now, somehow, episode of the factory in the goes halfway around the world, on the top of something. I never quite figured that one out, but anyhow, I have three is, Go ahead, Jones. Blow us all up. No, you can’t blow it up. I’m an archeologist.

37:00

All right? Well, we’re going to open up, Marion, whatever you do don’t look, don’t love blues dissolve.

37:06

Then the government’s keeping all this stuff in a warehouse.

37:09

That’s a three-act movie structure, and virtually every movie does it.

37:14

Now in a classroom, this is where Bernice McCarthy can come join, the prolog is, why should I pay attention to the ordinance, what it is about?

37:23

X two is, how does it work and accurately, where can I use it?

37:27

Now? Or why should I pay attention to you?

37:30

We often just use the objectives and objectives don’t move them.

37:34

All as we saw before, we spend most of our time and act on what it’s about, particularly egregious are those computer trainings where they’re supposed to have time to practice and somehow that time never is enough. And by the end of the class, the instructor says, Now, here’s another thing you need to know, and here’s another thing, you need to know and show Act.

37:55

one, becomes the whole of the instruction.

37:59

But really, instead, Act one should be about introducing the concept, at two, is, testing the concepts, to see how they work, and at careers, looking for where you can apply those concepts in your life.

38:11

Now, I should mention that this gets very complicated, so the supplemental handout, you have particularly righteous section down, so you don’t have to try to absorb all this right now.

38:23

That’s right, Sara, that one’s available. Right.

38:27

Yes, that is available to download under the handouts tab on your control panel.

38:33

So, so here’s the different roles and the why, what how aware are thing.

38:44

Talk thing, test, try, and if you look about it, the instructor’s role at the very bottom is very different in each quadrant.

38:53

In the first quadrant it’s to motivate second quadra niche to form, and the third quadrant is the Coach. And the fourth quadrant, is to encourage people to go out, and do something with it.

39:05

OK.

39:05

Now again, whether you believe in this learning theory, stuff, or not, I’ll put that aside, because that’s not really what this is about.

39:13

This is about telling your story in a sequential way.

39:18

That scares the ghouls away.

39:21

So on the next slide, we can see, this is what it looks, it looks like, as developed by … McCarthy.

39:28

Now I’ll talk to us very quickly, and then we’re going to see a real example.

39:32

So you have an experience which is similar to what you said about the hollowing thing.

39:38

Where you, you have them try-on costumes or treated terms.

39:43

You discuss, what was that experience about? What did you feel and that experience? What did you learn from it?

39:49

Can you imagine yourself this picture?

39:51

Now, can you imagine yourself doing that experience per other people or taking your kids to do that experience?

39:59

So let’s talk about what that experience actually is and why people dressed in costumes and do those kinda crazy things.

40:07

OK, now, now that we understand that I’m going to give you a list of items. This is the task list of items and may or may not be Halloween related.

40:17

Start those items into which the Holloway and in which go, or another test could be.

40:22

So if you are giving out trick or treat to trick or treaters what kind of costumes would you recommend Or what kind of treats would you give them? Or if you were going to designed costumes for trick or treating, what kind of costumes would you recommend? See what you’re doing. You’ve taken the definition, and now you’re letting them Tesla definition.

40:43

Now expand this where you say, so what if this happens? What if that happens? You apply a lot of scenarios, where your role plays.

40:53

And then then you say, well, this has all been very interesting, but how does it apply to you?

40:58

What can you do with it?

41:01

Now, Kate, yeah, everybody tells me what you can do with it.

41:04

And they share and you celebrate, and they get to follow an eyesore. And in the case of the Holloway thing, they all go to take a break.

41:12

And now, if you see the H’s and the owls in the center, H stands for holistic, L stands for logical.

41:19

So you start with a holistic experience, explained motion, then you discuss it logic, then you have them visualize themselves doing what they experience H visual, then you discuss what it is.

41:35

That’s a logical test, that that’s a logical you ask them to apply to think about what else could happen.

41:42

That’s holistic. You ask them where they’re going to use it, that’s logical, and you’ll have a celebration naturalistic.

41:48

I’m telling you; this circle works.

41:50

And when you use a circle, you can design programs quickly and even more diabolically.

42:00

You can eliminate things that subject matter.

42:02

Experts insist you have to have because they don’t fit.

42:06

Now, let’s look at a fake example, and then we’ll look at a real example.

42:11

This is from my book, Carola, a mouse, I wanted to demonstrate how this works. So, let’s say we have a candy store. And when we decided that the candy store isn’t selling enough. So, therefore, we want the candy to store the data a little bit of show under the rock.

42:25

So, it’s going to be called Enchanted Candy.

42:30

And the question then becomes, how do we retrain the staff for enchanting candies?

42:36

So the participants are enter.

42:38

They have an experience with the looters performing, as Enchanted, hosts, you know, wizards, services, they shop, and they purchase items.

42:48

Then you set them all down. You ask them what they bought. You discuss the experience. How did they feel? What was different about it from the old shop?

42:57

Then you share the reasons why the business needs to change; we’re losing money with baba whatever those reasons are.

43:04

Then, you ask them to imagine themselves working at the new as far as Tommy’s Champions, and you ask them to imagine, working at the node’s families, and how will, how might you behave, if you are Enchanted?

43:15

And you ask them to draw themselves in their enchanting classrooms.

43:20

Now, when I’m doing one of these programs, step three is usually where I use introductions, because they’re a waste of time, aplomb, or if you’re getting people to share something that’s on subject matter, on point, if you will.

43:34

It’s a perfect time for them to say, hi, I’m Bob Bennett over 20 years, and I thought we could block, then you teach the concept of tommies and champion.

43:44

Can these with your service goal, your priorities, what behaviors are expected of you, and performance naming is what Disney uses.

43:52

It’s how and why A Haunted Mansion house says, Move to the dead center of the room. Normal, no more bodies because they’re portraying a role in the show.

44:03

So, you, you teach them what they need to know to deliver a role at tommies, champion candy, and then you have some activities where they practice performing thing in specific situations.

44:17

Some of that could be reading scripts, some of that could be asking them, and the next step.

44:23

To come up with some ideas for them, all on their own, for performance naming, and if you’re going to have them come up with ideas.

44:34

We would use improv activities.

44:38

Now I should step back and say that I use this very same structure, for it’s not the same activities for Coach Nicky’s at the Disney Village Marketplace.

44:51

And the core yeah, I can’t even remember what it’s called. It’s all the Candy cauldron.

44:57

at the downtown Disney Complex. We train their team members, and we also train the team members.

45:04

Worthey, Test, Track, Shop, once you get off the test track, right?

45:09

And we use this exact same format, including the brainstorming.

45:14

So, then, once they got their juices flowing, they list all the performance payment, craning, words and phrases they might use, and they, they practice delivering them.

45:27

Then, you have them commit to sharing.

45:31

They share the individual application.

45:33

You review the content; you end up process and you certify them, OK? This is an actual one, systems for camp minima gate.

45:42

That was at Disney’s Animal Kingdom now been replaced by Pandora the world of Avatar.

45:49

The problem was that everybody in the park needed to have a conservation message.

45:57

And one of them, client Cashman conservation messages, candidly, I don’t know why to this day, but it was, what do you say if I guess, ask why the gorilla through throughput better?

46:11

And the answer, as well guerrillas protect their territory and the warning you to stay away from them.

46:16

This turned out not to be an issue, but the animal programs people are fanatical about it when the park was first opening.

46:23

And so, they wanted everyone in the park to know answers to animal questions.

46:28

Now, just imagine, Mickey Mouse is standing there to sign an autograph.

46:33

Kid comes up and says, Mickey Gorilla, through me. Why did he do that?

46:38

What’s making them into this kind of nod’s Head and Heart the kid, and indicate, if it has got them out of that book or not?

46:45

It just wasn’t going to work for the entertainment folks.

46:50

However, at Camp many, Mickey.

46:52

Everybody that worked there was a Camp Counselor.

46:55

And the message it can’t be any Nicky, was to celebrate and experience nature, the outdoors well, as soon as I was given the task of putting something together that would meet the conservation needs.

47:07

I knew that sitting in a classroom with neon lights was not a way to talk about celebrating nature.

47:16

And I knew we had there was a wonderful kiosk where the characters met and greeted.

47:21

Yes, all day long.

47:23

So, this experience was, in the evening, after hours. It started out with because the Sun was setting, it was either could be morning or it could be, started out with a morning, like, literally through the woods.

47:35

Good morning stretches in those kiosks and the stretches where things like Pocahontas is signed for one gospel.

47:44

We, we sat down on blankets. We shared hot chocolate. They close their eyes, they listen.

47:51

We asked them to open their eyes and tell us what they thought all about the sounds they heard.

47:57

What was more interest in the natural sounds, or the man-made sounds which was more pleasant? Of course, are like the natural sounds, and the man-made sounds as all the machinery was cranking up to claim the poem.

48:09

And then we sent them out into camp many Mickeys and add them to Sketch Champagne in nature that caught their eye.

48:16

They came back. They showed their sketches, they did their introductions.

48:19

The facilitator, them said, OK, we want to teach this to our guests. So you’ve been a camp counselor.

48:27

Even if your classroom, there’s some things you need to know, and we taught the stuff they needed to know.

48:34

Then we went over to the Wishing Well.

48:36

And we had planted the Wishing wall with cardboard, fancy colored fish with magnets glued to them.

48:45

And we got from behind the magic kingdom, a piece of bamboo and a string, and attach the magnet to the string when fishing into the wishing well and pulled out of Paris.

48:58

And the patient had a question on the back, which is, we’re review of the information a camp counselor needed to know in step four.

49:06

Any of you could answer the question correctly? You’ve kept the fish.

49:10

If not, somebody could scale it, and if you pulled out, one of the fish was wound, that will say, sorry, throw that one back. And another fish was a small one, and we would say, this hash is too small.

49:24

So throw it all back, at the end of the game, all the fish that’s known to us, because we want to preserve nature.

49:29

And then we sent them on an exploration around camp many Micky to see where all the facilities were.

49:38

Then, in Step seven, we gave them answers to camp counselor questions and we asked them to practice the answers.

49:47

And, by now, it was getting dark.

49:49

So, we let some stano which is the little flame set Banquets, used to keep food warm.

49:57

We let some stano unless center of the kiosk and we had sticks and marshmallows and we did a marshmallow roast and we thought we saw, we shared scary, campfire stories and the stories were actually guest complaints.

50:15

So they’d hold the flashlight to their face and say, I was walking encamped many Mickey one day when Donald Walk like bios level, blah, blah, And we close out with personal applications on how to use those materials.

50:31

This was one program that people asked if they could attend again.

50:35

It will show effective.

50:39

I realize I’ve showed you some pretty fanciful versions of this.

50:43

I’ve gotta tell you, this workflow in place, and this works for any kind of program.

50:48

Of course, I was doing more traveling because I was working with entertainment.

50:55

This is particularly effective with the slasher because they can’t dominate discussion because it’s a discussion is changing all the time and things are different. And so they’re not the center of attention.

51:06

It’s also good with the clown because it’s hard to disrupt when you’re curious about what’s going on.

51:13

So now we’re on number five.

51:15

Let’s talk about the curious creatures of the mall, And that’s the ghost of training pass.

51:22

That’s one that doesn’t want to be here, is afraid to learn, and as reluctant to admit gap knowledge gaps.

51:29

However, there’s one gulfs that even scarier, and that’s the rowboat, or what the content goes through. The emulsion speaks in monotone, moves on autopilot, won’t stay on subject.

51:43

So could you be the goal of the robot training?

51:47

Well, if you lost your modo, you couldn’t.

51:50

Now here’s how entertainers do it if they’ve lost the mojo.

51:54

You don’t play for you, look like for the audience after all. You’ve heard the lines; you played the notes before.

52:00

You know what’s coming.

52:02

You’re not there for you. All your attention is on them and their reaction to you.

52:07

If that doesn’t work, explore the alternatives.

52:10

Maybe there’s a different way to stand, a different place to put your props a different way to move your hands.

52:19

A different way to make the same point.

52:22

If that doesn’t work, maybe you could refine your delivery. Maybe you will emphasize a different word.

52:28

Maybe you speed up somewhere, some slowdown. In other words, there’s always a way to be better.

52:33

And imagine those Broadway actors that repeat the same lines show at the show after show, June chosen night after night after Night.

52:43

Jade practices techniques.

52:48

A good one is to not focus on the words. You refine your delivery. If you really know what you’re saying.

52:54

You don’t have to focus on that delivery.

52:57

You focus on the emotional need, the connection between it behind the words, and you connect that to the audience of how you play for them. That’s how you become emotional, or it’s like how an actor can cry.

53:14

Q, because they’ve really tapped into the emotions.

53:19

Another thing is to absolutely own the material.

53:23

one thing I hate is if I’m sitting in a training and the facilitator says, oh, we’re going to skip that slide.

53:28

I don’t even know why that one’s in there or not the slide says this, but I don’t agree with that and I could Not.

53:36

It’s your material. You’re standing in front of the room.

53:39

You don’t own what’s in your material you are undercutting everything else you’ve done and you’re creating room for the slasher on the bogeyman.

53:48

Another thing is none of those work maybe you’ve forgotten why you became a trainer in the first place.

53:58

Maybe it’s time to find that original purpose and reconnect.

54:03

And if none of those things help you perform, there’s only one thing left to do, and that is do something else.

54:12

So that’s how entertainers for the audience and clothing alternatives refine your delivery. Focus on emotion, on the material.

54:19

Reconnect with your purpose or make a move.

54:24

Now, who’s afraid of the big bad wolf? Well, you mentioned early on, and yes, of course he is Somebody we need to watch out for.

54:32

So let me ask you. We’ve got a couple of minutes here.

54:35

Based on what we’ve said today, what we’ve talked about, any ideas it might have spurred with you within you.

54:42

How can you beat the creature’s classroom or how are you are already doing that? Maybe we just confirmed something you’ve always thought.

54:52

You can type your response into the questions area.

54:56

I think I’ll be a great way to wrap up today’s session today, just chat those responses, and, again, will shout some of the answers out that we received.

55:23

Oh, OK, let’s see.

55:26

Kimberly says, sharing stories and bringing emotion into training helps to build a connection.

55:33

I showed us also a show.

55:39

Anybody else want to chat in?

55:45

Yeah, it’s OK, if you don’t, I’ve given you a lot to chew on here.

55:49

And I recognize not.

55:55

Yeah, it looks like we have some more responses coming through here that we have many keeping abreast of changes in training material and adapting to all the methods used.

56:08

Yep.

56:10

We have choice that logic proves emotion.

56:16

Yeah, I’ve kinda liked that quote. What I think I understand why.

56:22

And let’s see, we actually have a question here from Christina.

56:31

Let’s see, how to deal with unanswered questions, post session when the meeting is done.

56:38

You’re just asking about this session, Christina?

56:43

In general, you can always you can chat your questions in right now.

56:47

Oh, no, she means, in general, also, Christina said, How do you deal with unanswered questions, post session, when the meeting is done, OK?

56:55

A couple of points here, 1, 1 is about the opposite of what you asked, but it’s equally important When you say, when you ask, are there any questions? And nobody says anything.

57:05

There’s only one thing to do.

57:09

They’ve either got it or they’re overdue.

57:11

Or they’re still thinking with any of those things.

57:14

You don’t want to say, well, here’s a question that people usually ask, if, on the other hand, the session is over, and they still have questions, hopefully the scheduling is such that you can stay around and answer your questions.

57:29

Assuming, if I’m reading that, what you are hearing, what you said correctly. That is the question, what do you do if the sessions over? And there’s still unanswered question.

57:38

Another thing you can do is make sure you’re somewhere in the session, particularly near the end.

57:44

I always provide information on what you can do from here going forward. In fact, we’re going to see that in about NaN problems. So, that if there are unanswered questions, you make yourself available so that you can answer them in the future.

57:57

If there are questions, you don’t know the answer to, you use a common Disney trick.

58:02

Jay, I don’t know the answer to that, but I’ll find out and I will circle back to you.

58:07

And then here’s the important point, though, because if you don’t, you’re, you’re just gonna be like the others.

58:17

OK, let me, let me move forward here.

58:19

What gives me one said, Life is composed of lights and shadows. And we would be untruthful if we pretend there are no shadows.

58:27

Most things are good, but there are evil things to. You do a child or an adult for that matter known favored by trying to shield it from reality.

58:37

The important thing is that good, can always time over evil and show.

58:44

Here’s the strategy serpentine. Decorator, dungeon plots of poltergeist engage brainwave emotions, shares post sensibilities maintain your mojo and if you do that, you can just let the features march on by.

59:01

Now what else you can do?

59:03

Those are the parks and look for the engagement in the parks.

59:07

You’ll see that they are fully engaged. So they’re not brainwave get it all. I have Mickie Snaps, which is like a biweekly newsletter. I also have videos on YouTube.

59:19

And you can certainly talk to a line at like a mouse dot com.

59:23

And in particular, comeback HRDQ-U for more sessions because they’ve always got something going on. There’s always something new to learn.

59:33

Well, great, and that does bring us here to the top of the hour. Today’s webinar was sponsored by the Assessment Center from a HRDQ. Providers of informative and powerful learning tools. Online, anywhere, anytime. Learn more at www.hrdqstore.com/hac. And make sure that you join HRDQ-U on your favorite social media site for quick Access to all of our latest webinar events and blog posts. You can find us at each HRDQ-U. That is all the time that we have for today. Thank you all for participating in today’s webinar and thank you for joining us.

1:00:13

Oh! you’re welcome, and in the words of the famous mouse, ha, ha, ha.

1:00:20

Have a great day, everyone.

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