The networking and mutual help discussions were incredible to see.

Trainers are really a nice bunch. And that was what the Keynote speaker Bob Mosher said to me after holding an interesting discussion throughout the day with various groups on how to do more with less.

But what really brought it home to me was one particular delegate (whose name I cannot mention as you will see) who came up to me at the end and thanked me for, to quote her, the best ever conference she had attended and worth every penny she had spent.

I thanked and said to go and thank her manager who had paid for her and debrief him on what she had learned throughout the day and a half and how it may help the organisation in these difficult times.

"I will," she said. "But I won't thank him as he said I couldn't come - so I paid for it myself. Or rather my training team helped me raise the money so that one of us could come."

Oh how Bob was right. Trainers are a special breed. 

I have been experimenting with my online sessions for the Institute of IT Training of using background music whilst participants are waiting for the session to start.

This is the time when particpants have logged on and are sitting there waiting for something to happen. If there is no sound at all doubts can cross their mind as to whether the event will happen or even if they have their audio connections set up correctly.

So I particularly like ‘appropriate’ music playing in the background. This not only confirms to the audience that everything’s fine and about to start, but also sets up a nice ambience whilst waiting.

So what is your take on this? Is background music good, ok, or plain annoying?

However, it always irks me tremendously how the misuse of the apostrophe is prevalent, no matter where you look. I see it in letters, articles, reports, posters, brochures, and even company name plates. And of course, we have all seen the grocer's displays: 4lb onion's; 2 melon's; and 2llb carrot's.

But I think that the most incorrectly used spelling is the misuse of the word "its". It seems that most people think that no matter what, you put an apostrophe before an 's' in "its".

Now, another confession. I failed English A Level (although I am sure it was much harder then and only the really bright pupils were even allowed to take it - and whilst we are reminiscing, Universities were universities and not colleges, polytechnics or schools).

So that explains why I cannot explain the academic reason for using an apostrophe competently. I always struggled with those rules. But I do follow a very simple rule, which has always got me by - and, I think, means that I can get that apostrophe in the correct place.

Let's consider the dreaded word  'its'.

From the list below which statements are correct? Choose one from (a-b) and one from (c-f).

(a) I have read the report and its stating the obvious

(b) I have read the report and it's stating the obvious

(c) The dog licked its bone and decided its too covered in mud to enjoy

(d) The dog licked it's bone and decided its too covered in mud to enjoy

(e) The dog licked its bone and decided it's too covered in mud to enjoy

(f) The dog licked it's bone and decided it's too covered in mud to enjoy

Did you choose (b) and (f)?

If so you are incorrect.

Did you choose (b) and (e)?

If so you are correct.

So here is the Steed rule on using an apostrophe.

Replace the apostrophe with an 'i' and see if it reads right?

Let's look at (b). "I have read the report and it is stating the obvious". Yes, that sounds right.

Let's look at (c). If we put an apostrophe between the 't' and 's' of 'its', the statement would read: "The dog licked it is bone and decided (its) too covered in mud to enjoy". Does not read right does it?

So what do we do with the "its" before "too covered"?

If we put an apostrophe between the 't' and 's', it would read: "..decided it is too covered in mud to enjoy." That sounds right.

So can you now see that (a) and (e) are the only correct answers?

If so, job done. You know the rule and you shouldn't get it wrong from now on!

Now, I could go on: what's the difference between:

"your" and "you're"; "whats" and "what's"?

Well, to find out more, I would recommend taking a look at a fantastic website which is compiled by a colleague of mine, Sylvia Fielding. It's (not its) a great little site and will eliminate those little annoying and unprofessional errors in spelling and grammar that we see everywhere. Sylvia's site can be found at www.commasense.co.uk

Enjoy!

* 'competent' is correct

It's the duty of every Training Manager of any organisation to ensure that the quality of all of its training is performed, assessed and monitored to the recognised National Standards on the National Qualifications Framework, that the learners actually acquire a sound learning experience and that the learning acquired is able to be applied to the learner’s workplace. Additionally, the organisation must ensure that the training is delivered and maintained to the highest level and that it is consistent across the organisation.

To facilitate this, it is imperative that each trainer is assessed in a live environment on a regular basis and that each assessment conforms to nationally-recognised standards, is maintained and governed externally and independently, and is then linked to each candidate’s continual professional development. This also can, and should, be linked to the individual’s Appraisal process.

I strongly believe that in the past organisations have relied on trainers attending train the trainer courses and obtaining a certification to feel comfortable that their training staff are performing to quality standards.

But I contend that this is not a true way to judge quality of performance - the only way to do that is to see the trainer in the workplace through a regular, live, indepently governed assessment.

In this way, the Training Manager can ensure that every one of its training professionals:

• Facilitates/delivers learning to the National Standards benchmark
• Receives objective guidance on potential improvement and developmental activity which should link to individual’s appraisals
•  Receives an objective benchmark to monitor the performance and quality of all trainers and the learning for all employees.
• Achieves a nationally-recognised, portable, Level 3 /4 qualification on the National Qualificatons Framework
• Achieves professional membership of the Institute of IT Training with designatory letters after their name.

1. There is less time for training

Organisations are facing increasing time pressures. Managers are finding it more difficult to release their people for training, and rainers and managers have less time for preparation too. Shorter courses are increasing in popularity.

Research* shows:

· 61% of organisations expect to do more very short courses (one hour or less)

· 52% of organisations expect to do more half-day courses

· 28% of organisations expect full-day courses to decline.

2. The way that people work is changing

There is more remote working, more flexible working, more project working and more outsourcing. People and teams are often split across multiple locations, with an increasing reliance on communication via email. Online tools are being exploited for information sharing, including for learning.

Research* shows:

· 75% of organisations want to share their learning materials with their people online.

3. Technology is changing

The incredible growth of social networking websites, such as Facebook and video sharing sites such as YouTube is transforming our behaviour online. Many people now stream and share video content with their friends as part of their everyday lives. When transferred into a business context, these changes help to open up many opportunities for learning outside of the classroom. It is now easy to stream and share the rich video content that was so lacking in the first generation of e-learning.

· YouTube has 9.9 million UK users (84% year-on-year growth at Oct 2007)**

· Facebook has 7.8 million UK users (up from just 0.5 million a year ago)**

· 76% of organisations want to stream video content to their learners.*

4. The learner is changing

Learner expectations are changing. One size no longer fits all. Learners are demanding more relevant and individual learning that more closely matches their needs. They are also asking for more choice over the way that they learn, with more demand for self-study and coaching, as well as online learning. Classroom learning is still important, but learners expect more support than before.

Research* shows:

· 95% of organisations want to pick and mix the learning messages they need, online, in order to develop more relevant training

· 86% of organisations want to use online video clips to enhance pre and post course support

· 75% of organisations predict further growth in coaching.

5. Budgets are under pressure

Organisations need to demonstrate more than ever that they are spending their learning budgets effectively. They have to develop learning content that can be used and adapted in many different ways, and closely monitor results.

Research* shows:

· 83% of organisations believe strongly in using formal measures to evaluate the effects of training

· Measures can include any of the following: skill levels, organisational efficiency, customer satisfaction, employee satisfaction, organisational targets, sales targets, operating profits, productivity and staff turnover.

*Source: Research carried out on behalf of Video Arts from May-June 2006. The sample was 200 people who are responsible for training within UK organisations. They took part in a detailed telephone survey.

Perhaps we are all too wrapped up in our own work and our own lives that we are missing the real point.

So here is a short Powerpoint sequence Paradox Times. I know you will enjoy it and hope that you will learn from it, as I did.

Live well, laugh much, love often.

Colin

The reason, mostly, was that I considered these sites to be unstructured, for the under 20s and almost anarchaic judging by some of the things I had seen on the sites. I had seen videos of joyriders, people doing the most ridiculous things, as well as some frankly disgusting examples of modern society - and mainly all taken on low quality mobile phones.

Fast forward 2 years. I recently purchased a pro-level video editing piece of software (the excellent Sony Vegas Pro 8) and could not find any courses on the subject. There were a couple of DVDs available but as the software version (8) had just been released there were no professional instructional DVDs available.

I was looking through Youtube for some music videos when I just did a search for Sony Vegas Pro 8 instruction - and was amazed at the list of short (2-5 min) clips available. These were mainly uploaded by young (pre 20 year old) US students who obviously loved teaching. 

Although most were of questionable quality and use, I did find some outstanding examples and have downloaded around 15 of these. One in particular, a young lad from Canada, is a natural trainer and through the use of Camtasia Studio (check that out trainers!) had produced some quality instructional videos.

I am now, after a couple of months, pretty conversant and skillful with the software.

So, Clive, I have changed my mind. Cut through the bad bits of Youtube and you can find some excellent training resource.

The challenge is for trainers - download a free trial copy of Camtasia Studio and have a go at producing some short instructional videos.

Let me know if you take up the challenge - I would love to see your work and would be happy to publicise these on this blog and to my 3500 Institute Members. 

According to the article, school pupils as young as 10 are sitting on interview panels and rating teachers on their lessons as part of Government plans to give them a "voice" in schools.

Can I hear you say "this cannot be true surely" too?

Teachers have complained of "the lunatics taking over the asylum" as children in thousands of primary and secondary schools have been drafted in to interview new staff. Teachers' lessons are also being rated by specially trained pupils who monitor teaching quality. The children are encouraged to give feedback on the classes.

Unions will this week condemn the trend as a "dangerous" attack on the status of the profession. "The balance of power is bound to be altered if pupils are allowed to go around judging staff," said Chris Keates, the general secretary of the National Association of Schoolmasters Union of Women Teachers. "It is an abuse of the concept of 'student voice' and will undermine the relationship between pupils and teachers. Staff are coming to us who have had 15-year-olds sitting at the back of the class and told them afterwards that the 'pace of the lesson was not quick enough'."

One case reported to the NASUWT involved a teacher who was offered a post after being interviewed by a panel which included a pupil. Some weeks later, when she reprimanded the child in class, he said: "Don't forget I interviewed you. You got the job because of me."

Here is the rest of the article:

Schools Council UK, an independent charity which promotes children's participation in school decision-making, estimates that 40 per cent of secondary and primary schools involve children in part of the interview process. It is common for candidates to teach a lesson and for pupils to give feedback to the headteacher. In some schools pupils actually sit in on the interview, while in others prospective teachers will be questioned separately by pupils. About one in 20 schools allows pupils to rate lessons but the trend is growing. At George Mitchell School, in Leyton, east London, a group of pupils has been appointed as "consultants" who observe teachers at work, attend departmental meetings and advise on classroom seating and displays. Children observe lessons in pairs every few weeks, producing lists of teachers' strengths and weaknesses.

Giving pupils a greater say in how schools are run is part of the Government's Every Child Matters agenda. Ofsted inspectors expect all schools to have some form of student council and schools must consult pupils on issues such as behaviour policies. Advocates argue that involving children in decision-making will improve their behaviour and motivation. Jessica Gold, the chief executive of Schools Council UK, which has trained pupils in a number of schools to observe lessons, defended the trend. "Teachers value the feedback they get from pupils," she said. "It is not about inspection-style observations, it is very much a co-operative process. It allows pupils to take a more mature perspective of the lesson. "Teachers can sit down with pupils and say, 'How am I responding to gender, do I give you enough time to answer?' and this can inform how they teach." However, a recent discussion on a teachers' forum revealed that many are far from enthusiastic. One said: "Children need to know who the authority figures are, for their own good, not have the boundaries blurred further." Another teacher said: "There are no circumstances that would make me agree to be interviewed for a post by pupils. The lunatics have taken over the asylum."

I really have heard it all now. Just checking that it is not April 1st! 

Extremely filthy white van, with the inscription: "Cleaned by the NHS"

Dirty lorry (from France), with the inscription: "Illegal immigrants aboard. Apply within"