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Text of the page (random words):
resources system assign courses based on job titles track due dates for course completion and alert users of past due courses these are things that a lot of lms s developed for academic environments don t do on the other hand in an academic environment we might need our lms to establish core competencies often called outcomes that apply to all students in all grades we might want to have teachers include those competencies in all of their courses for example we might establish deductive reasoning as a core competency so the academic lms needs to allow administrators to establish outcomes that apply to all students in the school allow teachers to indicate when an activity test or assignment is testing or developing that outcome report on the progress that individual students and groups are making in learning the outcomes learning outcomes that are measured across courses is something that you ll find in academic lms s but if you wanted to ensure that everyone in company has a given skill then in a corporate lms you would probably need to make that skill a separate course and run everyone through that one course to summarize once a student is inside a course the differences between academic and corporate learning management systems usually don t matter to the student but the managers administrators and teachers who run the learning management systems have different needs in academia and the corporate world so lms s designed for those different worlds usually have very different features for managing courses managing users and reporting on activity i hope this helps you to evaluate lms s for k 12 versus corporate learning environments feel free to post any follow up questions that you may have if you d like to read the other questions that i ve answered on quora or just click around the e learning and moodle sections you can click through to my quora profile posted by bill at 10 13 am 3 comments thursday september 27 2012 get a free e book from packt publishing my publisher packtpub com is about to publish their 1 000th title packt publishes highly focused how to books on technical subjects this weekend they are celebrating their 1 000th book by giving away free e books just go to http packtpub com and register to create a free account on their site then when you return to the site on september 28 or 29 you will be able to add any one e book to your account for free these e books are in pdf format and do not have drm enabled so you really do own the book you re not just renting it from the publisher remember this is only if you visit their site this weekend september 28 and 29 so hurry over and get your free book posted by bill at 6 16 am no comments friday august 3 2012 surviving a difficult presentation techniques for handling a hostile audience if you give enough presentations there s a good chance that you will someday find yourself the target of an uncooperative or hostile audience member as in most crises you re better off if you have a plan to respond this article contains specific verbal techniques to help you handle uncooperative or hostile audience members during presentations these techniques are based on my fifteen years in the software training profession this article describes some difficulties you might experience from a hostile audience member presents verbal techniques to overcome those difficulties gives you examples of how to apply the techniques explains which techniques are appropriate when you are giving a sales presentation and which are appropriate when you are giving an informative presentation or class class versus sales presentations when teaching a class you are the authority figure in the room you set the agenda for the session and you determine most of the rules for interaction during the class this is a very different situation than when you are giving a sales presentation during a sales presentation the customer s highest ranking audience member is the authority figure in the room while you may have an agenda and rules for interaction in mind the client s authority figure has the ability to undermine or change them each situation closes some avenues and opens others as this document presents each technique it will make you aware of the unique advantages that each situation gives you difficult situation 1 a constant stream of questions one of the most common difficulties that you encounter in public speaking is a barrage of questions from a single or a few audience members sometimes the people interrupting the presentation sincerely want answers to their questions other times the questioner has a hostile motive usually a hostile questioner does not want to attack you personally instead the questioner wants to attack the material that you are presenting this is an important distinction because the most effective way to attack the material that you are presenting is to draw you off topic into areas that you are not prepared to speak about specific techniques for dealing with off topic questions are covered later in this document for now we will cover techniques for dealing with someone who continuously interrupts with on topic questions if the questions are off topic you may want to use the techniques covered in this section with the ones for off topic questions one breath answers the least confrontational way of dealing with a constant stream of questions is to answer each question as briefly as possible limit your answers to one breath in length and before stating your answer ask yourself if this material will be covered later in your presentation if it will be state only that the material will be covered later do not expand on your answer because additional details will give the constant questioner additional opportunity after giving your answer launch directly into the next topic taking time to answer a constant stream of questions may not be your desired solution however if the questioner is an authority figure you might feel obligated to answer the questions keeping your answers short minimizes the negative effect of the interruptions set limits you can discourage constant interruptions by setting limits on when you will take questions to avoid being confrontational or authoritarian state why the limits benefit your audience and ask for their approval for example if you re teaching a class you might say something like i m going to speak about this topic for the next ten minutes you ll probably think of questions while i m speaking but many of them will be answered while i talk i d like to address your remaining questions after covering this material shall we get started if you re giving a sales presentation you might say something like on the previous topic we had a lot of questions while i m talking about this next topic i ll keep your concerns in mind and try to answer your questions pro actively when i ve finished let me know how i ve done if the questioner interrupts after you ve asked them to hold their questions you may want to escalate by giving a very short answer and then tactfully reminding them to hold their questions for example you might say yes we can produce that kind of report stay with me for the next few minutes and i ll answer the rest of your questions right after this material acknowledge and delay you almost never want to ignore a question during a class or sales presentation doing so may be taken as a sign of hostility on your part even if a question is inappropriate or ill timed try to acknowledge it if short answers and setting limits has not eliminated interruptions you can acknowledge a question and delay the answer for example in a class you might say that s a good question and it s covered later in the course let s finish this topic and move on during a sales presentation you might try to get the room to agree to cover the question later for example you might say later on i m going to go over some material that will answer that question and several others that you probably have do you mind if i wait to answer that private discussion if short answers setting limits and acknowledging and delaying questions has not eliminated interruptions you may want to escalate to a private discussion with the interrupting audience member if you want to prevent the discussion from taking a confrontational tone remember a few important points first acknowledge the person s right to have their questions answered second point out any examples of questions the person posed that were answered later in the presentation remind the person that holding their questions until the appropriate time will speed the presentation promise to allow time for questions at the end also acknowledge any questions the person had that were off topic ask the person to compile a list of those off topic questions for you so that they can be answered outside of the presentation finally ask the person to agree to help you with the presentation by agreeing to these proposals remember the person s problem is probably not with you personally but with the material you are presenting or some other factor over which you have no control asking the person for help in speeding the presentation can get that person on your side difficult situation 2 off topic questions and discussions a few off topic questions from your audience should not be a problem for you however if an individual or group has many off topic questions this indicates a possible problem if the off topic questions are coming from several people your presentation may be unsuitable for the group for example if your presentation is about the hardware required for a new invoice system and the group has a lot of questions about the software s capabilities your presentation may be mismatched to the audience if the off topic questions are coming from one person then your presentation may be unsuitable for that person or the person may be hostile to your material a hostile questioner may be trying to make your material look bad because the questioner would benefit from its failure for example the questioner may be in charge of an old system that would be replaced with a new system that you are speaking about or the questioner may feel threatened by being in your class and learning a new way of performing a job function either way the motivation for a hostile questioner is usually fear and the technique is usually to draw you off topic ask for relevance one technique for dealing with an off topic question is to ask for its relevance to the current topic this must be done tactfully to avoid offending or embarrassing the questioner for example saying i don t see what that question has to do with what we re talking about may be taken as a criticism instead ask the questioner to help you understand the relevance of the question to the current topic the sooner you can relate the question to the current topic the sooner you can tell the questioner that the answer is another part of your presentation you want to be able to say something like okay i see how that relates to what we re talking about stay with me because your question is covered later in this presentation volunteer a course correction if it has become apparent that your audience has a lot of off topic questions that you cannot relate to the material at hand you may want to offer them a course correction that is you may want to offer to change the focus of your presentation you must make your offer very specific to avoid promising something that you cannot deliver for example saying it appears that you have a lot of questions about material that s not in this presentation would you like to change the focus of the presentation is inviting the group to suggest any topic for your new focus the result might be a request to speak about a topic you are unprepared for keep control of the situation by offering to change the focus to a specific topic that you know well and that the audience has asked about for example you might say i had intended to cover the types of documents produced by our product but i see that you re very interested in the analysis module our expert in that field isn t here today but if you like we can either schedule a presentation for that person or i can change the focus of this presentation how do you feel about those options if there is a single or a few authority figures in the group you may want to call a break and ask those few people if they want to change focus if you ask the group in general if they want to change focus and there is an authority figure in the room who disagrees with the group s decision you may create conflict between that person and the group it s more tactful to have the conversation with the authority figure in private difficult situation 3 confrontational questions when dealing with a confrontational question separate the attitude of the questioner from the content of the question for example consider the question why do we need to waste our time learning this the old system works fine and this one is full of bugs separate content from tone and restate separating the tone of this question from its content defuses this question the tone is challenging if you respond to the tone with a challenging or sarcastic response you decrease your credibility however the content is a legitimate question and can be rephrased and restated by you in a less confrontational way for example you could restate the question like this we have a question about what advantages this new system has over the old one and what do we do when we encounter bugs in the new system here are two more examples of a confrontational question or statement defused and restated why is this class so long i don t think it should take this long to learn becomes what is our training plan for this class and how do we know our estimate of how long it will take is accurate this system doesn t work it doesn t give accurate results becomes we have a question about the accuracy of our results how do we interpret them and what are the limits of their accuracy when faced with a confrontational question or statement pause and look for the legitimate question contained within the confrontation restate this question to the class and answer it as honestly and completely as you can the result is an obstacle turned to your advantage address hostility privately if defusing hostile comments does not work you may need to speak privately with the person keep the discussion on the training process not on their problem for example don t get drawn into defending the requirement that they attend class or defending the topic that you are teaching keep your discussion focused on the fact that they and you are required to be there and to accomplish a stated learning outcome state how their hostility endangers that outcome for them and for the rest of the class for example this statement is defending the information being taught i understand that you don t like this new method of doing things but it will save you time an...
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