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Barry Walter

Taking the Byte out of System Rollouts

Learning methodologies are cheat sheets. The ADDIE methodology (analyze, design, development, implement, evaluate) was developed by Florida State University for the U.S. Army as a repeatable and standard set of tasks to create training. At the time of its creation, similar methodologies emerged in other areas. For example Tom DeMarco, Ed Yourdon, and Larry Constantine were developing SSADM (structured systems analysis and design methodology) for data processing's growing complexity. In all cases, methodologies allow teams to follow a repeatable series of steps, adjusted for the context of their project, to drive speed and quality. These methodologies were called Top Down and later Waterfall, and that's where the problems began to emerge. David Parnas (U.S. Naval research), in “A Rational Design Process: How and Why to Fake It,” writes: "Many of the \[system's\] details only become known to us as we progress in the \[system's\] implementation. Some of the things that we learn invalidate our design and we must backtrack." Top Down doesn't backtrack easily. It's more start over than backtrack, and no one wanted to do that. Imagine painting a family portrait and then having to add another person to it. The IT industry tried to mitigate Parnas' reality by creating RAD (rapid application development). Requirements were gathered and upfront focus groups with critical stakeholders and iterative prototyping were used to drive design and development. This solved most of the backtrack problem, but many IT teams struggled with prototyping that would never end. They called this death spirals.  SAM (Successive Approximation Model), created by Allen Interactions, has emerged as an alternative to ADDIE, especially when doing e-learning solutions to drive performance improvement. The kickoff focus group is called Savvy Start, and the risk of death spirals has been mitigated through three design and three development iterations. Allen Interactions's philosophy maps the purpose of this methodology toward driving performance. The current iteration of methodology is “Agile.” This approach challenges not only the accountability of roles and ownership of deliverables, but also flies in the face of current multitasking project work. The primary difference in this approach is that smaller chunks are completely finished through locked-down teams in a fixed period of time (sprints). This is not prototyping—the deliverables are complete, useable components. In my opinion, true Agile is difficult to implement in typical corporate organizations and cultures without creating a new and independent organization. The chief energy officer of Torrance Learning, Megan Torrance, has been successful in using Agile approaches to deliver e-learning to their customers through LLAMA (lot like Agile methods approach), their unique approach to agile. So, there you have it: a brief breakdown of the methodology wars. It’s up to you to decide which works best for your design plans. For a deeper dive into the various learning methodologies, join me for the next online workshop, Essentials of Learning Design Methodologies: ADDIE, SAM, Agile, and More.

Methodology Wars: ADDIE vs. SAM vs. AGILE

I have good news and bad news. The good news is that you now have access to affordable, high-quality recording equipment and software. The bad news is that even though your equipment may be semi-pro, your voiceover performance is still amateur. And, hey, that’s not something you should beat yourself up about. If it were just a matter of showing up and talking into a microphone, there would be no such thing as a professional voiceover actor. Unfortunately, you can’t always afford a pro, but you can learn from their craft to improve your own DIY performance.Get Over YourselfSo let me guess…you hate the sound of your own voice, right? We’ve all had the experience of hearing our voice on a recording and wondering, “Do I really sound like that?”  Yes, you really do.That “awful” voice you hear in the recordings? That’s what the rest of us hear when you talk, and we think it’s just fine. As a voiceover performer, your voice is your instrument, so you had better make friends with it. The more you practice and listen to your recordings, the more comfortable you’ll be.Got a bad case of the nerves? Practice is the best medicine for that, too. You might lock up when you sit down in front of a microphone the first time, but the more you practice, the easier it will get. Remind yourself that no one listening to your performance is judging you as harshly as you are. Take a deep breath and just keep practicing.Preparing for the GigProfessional voiceover performers drink water like it’s their job, because it is. Hydration will have a huge effect on your performance, so be like a pro and start sipping water at least two hours before you’re scheduled to record. This prevents strained, rough-sounding recordings full of the dreaded “mouth click.” Avoid smoking and spicy foods before a performance unless you’re going for the Clint Eastwood/Batman/sandpaper sound. Also, don’t eat dairy the day of your performance—it produces mucus (a.k.a. “mouth sludge”). While you’re drinking your water, take a look at the script and read it out loud. Are there any tongue twisters? Awkward phrases that look fine on paper but sound weird when you say them out loud? If this is your own script, you still have time to improve it. If it’s someone else’s and you’re not allowed to touch it, at least you can practice those tongue twisters so they don’t sneak up on you during the recording.  Give yourself some direction. Take a pencil and mark up the script. If you want to emphasize a particular word, underline it. If a phrase should be spoken with a rising inflection, draw an upward arrow next to it. There are some industry norms for markup notation, but use whatever works for you. ShowtimeThe best way to deliver copy is standing up, but that’s usually not practical in a DIY recording situation. If you must sit, sit on the edge of your chair with your left knee pointed down at the floor. This forces you to straighten your back and allows you to breathe more easily. It also gives your diaphragm plenty of space. Also, keep your chin parallel to the floor. (When you look up, your vocal chords stretch; when you look down, they constrict. Neither is good for your performance.)Your breath is the fuel of your performance, so take a deep in-breath before starting each new line of copy. This will prevent you from needing to take a distracting catch-up breath in the middle of a line. A deep inhalation should move your belly, not your chest. Shallow chest breathing will cause you to run out of gas in the middle of a phrase.When you deliver, don’t try to imitate a “radio voice.” You don’t have a radio voice, and even if you did, that probably wouldn’t be the right tone for your e-learning project anyway. Instead, visualize a member of your audience and imagine you’re talking directly to him or her. A conversational voice is going to carry more credibility than the kind of smooth announcer voice that most people associate with used car ads.Put some emotion in your voice when the script calls for it. In fact, ham it up a little. Remember that the audience will not be able to pick up on your non-visual cues. What feels like a subtle, understated performance to you will sound like a boring monotone to your audience. What feels like a slightly over-the-top emotional performance to you will usually be just enough for your audience to hear in the final product.Deliver multiple takes for each line of copy, even if you think you’ve nailed it on the first one. Your perfect delivery might have the sound of a chair squeaking in the background. Having multiple takes to choose from is called “coverage” and you want lots of it. It will help you later in the editing process if you call the take out loud before each delivery (“Take 1…” “Take 2...” etc.).Cut!If your nerves get to you, take a couple of deep breaths and start a new take. If you’re really stuck on a given section, just move on to the next one and come back after you’ve built some momentum. Just keep going until your nerves cool off. Remember: you’re recording digitally, and you’re not going to run out of tape.If your mouth is sludgy and you’re getting a lot of “mouth click” or other gross sounds in the recording, take a few sips of water. (You should be drinking it throughout the session anyway.)  If you’ve got really stubborn sludge, eat a green apple. The acid will dissolve the mucus and other gunk to give you a clean, click-free mouth.That’s a WrapEven if you’ve got a good voice and a decent recording setup, you might still feel unsatisfied with the results. Keep things in perspective: you’re not recording a movie trailer or a luxury car commercial. E-learning is about learning, after all, and your audience will probably learn just as much from you as they would from James Earl Jones. Now go have some fun and don’t forget to keep your most embarrassing recordings for the outtake reel.

Inside the Voice Actors Studio

We all walk around the world with certain expectations. We have a sense of how the food will taste at a fast food restaurant. We know what our favorite slippers feel like on a cold morning. We brace ourselves when we get a letter from our accountant. When our expectations aren’t met, we struggle. We complain that the line at our go-to coffee shop is longer than normal. We can’t believe that a particular clothing store no longer sells red T-shirts.We also struggle when something or someone exceeds our expectations because we don’t know how to react. The entertainment industry plays on this mismatch of expectations and reality. But often, we celebrate when faced with such unexpected scenarios. Julia Roberts can afford to shop in the pricy boutique in Pretty Woman. Frodo is much more than a just a hobbit in Lord of the Rings and defeats the greatest evil in the land_._We carry around the same expectations at work. Learning and knowledge teams often begin projects with deeply held beliefs about the other. Prior interactions between the two teams (like the mass of ERP projects in the 1990s and 2000s) have built and reinforced such preconceptions. Yet in reality, both teams exceed these expectations.Learning teams see knowledge managers as organizers of information, building categories and subcategories to put knowledge into well-identified bins. Knowledge managers historically controlled the content necessary for the learning team to develop training, managed access to that knowledge, and ensured that all of the knowledge was formatted properly. The learning team saw the knowledge managers as keepers of policies, processes, and procedures for knowledge. The demands of these procedures frustrated learning teams, creating an impression that knowledge managers were more worried about the format and categorization of knowledge than whether it fit a particular need. Knowledge managers were perceived as gatekeepers, not enablers. Learning teams felt compelled to create supplementary content to fill in what they perceived to be gaps in the “fit” of the knowledge.Knowledge teams, on the other hand, saw learning managers as trainers only, adapting content that they had created. Learning teams might change the order of the presentation of knowledge to make it easier to consume, which would affect the context of the knowledge presented. Knowledge teams also felt an intense pressure to deliver “complete” knowledge to the learning team. This was particularly difficult in complex projects where changes to the deliverables would alter the knowledge required to build training, creating numerous back-and-forth interactions between knowledge and learning teams, and frustrating both. Knowledge teams also were frustrated by the amount of time that the learning team required to build training.Obviously, neither of these sets of expectations is true. Today, both learning and knowledge teams are driving toward the same goal—delivering the knowledge and skills that team-members need as close to when they need them as possible. Just-in-time knowledge and learning delivery systems mirror one another in intent.Knowledge and learning teams need to recognize their limiting expectations and learn to exceed them. Can you imagine the applause you can get if the teams move past their expectations?Would you like to know how to build this partnership and achieve exceptional results? Check out our March issue of TD at Work: “Enabling Success through Learning and Knowledge Sharing.”

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