**The BLM Satellite Network**

***Downlink Site Guide***

![](media/image1.wmf){width="1.15in" height="0.8784722222222222in"}

**A Step-by-Step Primer**

**for**

**Participating in Training and Informational Broadcasts**

**September 1996**

![](media/image2.png){width="2.707638888888889in"
height="2.7152777777777777in"}

**Table of Contents**

**Introduction**
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1

**Staffing for the Broadcast**
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3

**Satellite Basics**

Satellite Names and Numbers
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5

Channels and Transponders ..
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6

Frequency
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6

Satellite Bands
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7

Scrambled Signals
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8

Time Zones
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8

**Local Site Preparation**

**Before the Broadcast**

Determine Audience Size, Event Announcements, and Publicity
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Communication from NTC
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9

Participant Material Preparation and Distribution
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10

Signal Reception and Technical Arrangements
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11

Audiovisual Equipment Arrangements
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11

Recording Broadcasts
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12

Telephone Arrangements
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12

Cautions About Communication Security
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13

Choosing a Meeting Room and Arrangements
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13

Recommended Room Layouts for Downlink Training
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Sample Room Arrangements
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14

**The Day Before the Broadcast**
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19

**The Day of the Broadcast**

Getting Ready
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20

The Test Signal
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21

Preparing the Group
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21

Telephone Calls
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22

Faxes
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22

Program Support and Logistics
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23

**After the Broadcast**
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24

**Public Participation Events**
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25

**Other Sources of Satellite Programming and Information**
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**Appendices**

Appendix A - Domestic Satellite Arc
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30

Appendix B - Sample NTC Broadcast Announcement
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Appendix C - Instruction and Facilitation Information
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34

**Duplication Masters**

Downlink Site Checklist
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50

Teleconference Fax Form
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52

Evaluation Form
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53

Satellite Event Roster
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54

**INTRODUCTION**

Welcome to the Bureau of Land Management Satellite Network. The success
of using satellite technology within BLM depends on how satellite
downlink sessions are managed at receive sites. This guidebook is a
reference for field offices that will be receiving training and
informational broadcasts. It focuses mainly on BLM offices that have
their own satellite reception equipment but also provides information
for offices that use other facilities for large events

BLM offices have several options for participating in NTC satellite
broadcasts:

**1. Use existing satellite dishes.**

> Most BLM offices already are equipped with satellite downlinks. Once
> NTC has determined the dates, times, satellite, and transponder number
> of our broadcasts, offices with dishes can pre-focus their equipment
> to receive the NTC transmissions.

**2. Use another facility.**

> Most cities have conference facilities equipped for receiving
> satellite transmissions, including offices of other agencies,
> community colleges, hotels, religious institutions, and television
> broadcast facilities.

**3. Rent a portable downlink.**

> In many locations portable satellite dishes can be rented from local
> vendors on a daily or weekly basis. These units are usually mounted on
> small trailers, from which a signal wire can be run into the
> conference room of your building. Offices that rent a downlink should
> ensure that the rental service includes the technical support to hook
> up all equipment for clear reception. Most firms that rent out this
> equipment will negotiate weekly rates.

This guide doesn't cover all contingencies. Many training programs will
have special needs and require other preparation tasks by field staff.
This is particularly true of events which require facilitation at the
local level. For telecasts of that type NTC will be sending out detailed
information before the broadcast.

One of the best ways to get up-to-date information on NTC satellite
programs is to frequently check the NTC Homepage. It can be accessed
through the BLM National Homepage at http://www.blm.gov. NTC is located
within the "State-by-State Information" section. It is updated regularly
and will give a schedule and descriptions of upcoming broadcasts. This
guide also includes a section on other sources of satellite information.

We appreciate your willingness to participate in this new world of BLM
satellite communications. Naturally, feel free to call us at any time if
you need more help at (602) 906-5500.

This page intentionally left blank to maintain page numbering
consistency between the downloaded version (this book) and the bound
copy prepared at the training center.

![](media/image3.wmf){width="0.7694444444444445in"
height="0.6152777777777778in"}

**STAFFING FOR THE BROADCAST**

Depending on the nature of the broadcast you are receiving, different
people may be required to insure good satellite reception, training
coordination, and meeting facilitation. For example, an interactive
training program on hazardous materials would require different
expertise in the viewing room than would a bureauwide all-employee
meeting. For smaller training telecasts only one or two people may be
required to run the event, while for larger public participation events
a much larger staff may be needed.

**Site Coordinator**

> NTC recommends that every office have a designated site coordinator,
> who oversees the logistics and technical reception of broadcasts. This
> person has overall responsibility for the receive site and ensures
> that the physical arrangements are correct and that the teleconference
> works technically.
>
> If a facilitator is not used for the broadcast, the coordinator should
> give all information to participants on telephone and fax
> communications and other logistics. Site coordinators arrange for
> audiovisual and other equipment and for local speakers or activities.
> They also determine what staff support is needed and arrange for more
> help to make the event work.
>
> Site coordinators work with people at the local and national level.
> Locally, they manage the viewing audience, facilitator, subject matter
> experts, and the meeting setup. Nationally, they are the main contact
> for the teleconference producers at NTC.

**Local Facilitator**

> In addition to the site coordinator, you may need to arrange for a
> local facilitator in your on-site classroom. Depending on the design
> of the broadcast, more information for facilitators will be sent out
> by NTC with prebroadcast materials.

**Subject Matter Specialists**

> For many training programs a BLM subject matter specialist may be
> needed to give local participants and facilitators subject matter
> support during the training. These specialists may perform duties
> during off-air periods, when students work on individual or group
> exercises. More information on required subject matter support will be
> sent out by NTC with the prebroadcast materials. Subject matter
> specialists may also be essential to local tie-ins for national
> telecasts and can be an excellent source for scheduling local
> speakers.

**Satellite, Audiovisual, and Telecommunications Technicians**

> In many offices BLM employees may be designated for technical support
> of the satellite reception equipment, telephones and fax machines, and
> setup and maintenance of audiovisual equipment. If these employees are
> not involved with anything beyond technical support, the site
> coordinator needs to arrange for these services for each broadcast.
>
> If you use the staff of another facility for your offsite downlink
> needs, coordination with these specialists will be even more critical.
> At least one site visit and face-to-face meeting should be held
> between the BLM coordinator and representatives of the facility to
> work out logistics and technical arrangements.

**Telephone/Fax Operator**

> In certain instances you may wish to have a designated telephone
> operator to help downlink groups place calls and send faxes during the
> interactive portions of the broadcast, particularly during large
> public events at offsite facilities. Since NTC does not have an 800
> number for incoming teleconference calls, callers who are not using an
> FTS phone will most likely have to dial in credit card access numbers.

**Local Management Support**

> Check with local management to see how they would like to be involved
> with the broadcast. Managers can facilitate the success of a broadcast
> by providing opening remarks, closing remarks, and viewing the program
> with the participants.

**Security, Public Affairs, and Logistical Support**

> Depending on the nature of the satellite event, you may require staff
> assistance for security, law enforcement support, parking control,
> setting up tables and chairs, food service, and other requirements.

**SATELLITE BASICS**![](media/image3.wmf){width="0.7694444444444445in"
height="0.6152777777777778in"}

**Satellite Names and Numbers**

> Television communication satellites are located in a stationary orbit
> above the earth. All satellites are designated by a name and number.
> Lined up across the sky in what is commonly known as the domestic
> satellite arc, these satellites are designated by their positions in
> the sky, which are given a "degrees west" designation. For example,
> Telstar 401 is located at 97 degrees west. A visual display of the
> domestic satellite arc is shown below and in Appendix A.
>
> These satellites are owned and operated by corporations that sell or
> lease time on different channels to broadcast users. For example, the
> satellites in the TelStar series are all owned by AT&T. Other
> satellites are in the SpaceNet series, the Galaxy series, and the
> SatCom series, owned by different companies.
>
> NTC buys transmission time on different satellites. Many times the
> availability of transponder time dictates which satellite NTC will use
> for its broadcasts. Other agencies and commercial vendors may transmit
> telecasts on any satellite throughout the satellite arc. To easily
> receive NTC programs and broadcasts from other programmers, field
> offices with downlink satellite equipment should have a good working
> knowledge of satellite transmissions and reception.

Make sure you have the correct satellite name, number, and location when
positioning your dish for reception.![](media/image4.wmf){width="6.5in"
height="3.5125in"}

**Channels and Transponders**

> Every satellite has many transponders. Most transponders can carry two
> programs at once by manipulating their polarization; this is referred
> to as having two channels. Therefore, a satellite with 12 transponders
> will actually have 24 channels. The words used to designate the
> correct transponder are "horizontal" or "upper" and "vertical" or
> "lower." The resulting wording of broadcast announcements will be
> similar to these examples:

Transponder 10/horizontal, Channel 19 - which means 10/horizontal is
channel 19

Transponder 18/vertical, Channel 22 - which means18/vertical is channel
22

\- OR -

Transponder 12/upper, Channel 15 - which means 12/upper is channel 15

Transponder 17/lower, Channel 18 - which means17/lower is channel 18

But some satellites have only one transponder per channel:

For example, Transponder 6, Channel 6

> You need to understand the difference between a transponder and a
> channel. Remember, receivers tune by channel, so that is the most
> important information. It's a plus to know which transponder is
> involved because of differences in receiver tuning. But concentrate on
> knowing the channel. Your satellite receiver should also be programmed
> correctly so that you can easily receive all channels on all
> transponders.

**Frequency**

> Frequency is the radio frequency the signal travels on. You won't
> normally use this information, but some receivers show the frequency,
> and you can use this display to double check that you're tuned to the
> right channel. Both video and audio signals have frequency
> designations.

**Satellite Bands**

> The two satellite frequency bands, C-Band and Ku-Band, are comparable
> to AM and FM on your radio. Just as you can't hear an FM radio station
> on an AM-only radio, you can't receive a Ku-band program on a C-band
> dish. BLM offices have bought satellite dishes that can receive both
> C-Band Ku-Band transmissions.
>
> Sometimes programs are broadcast simultaneously on both bands so that
> any downlink can receive them. Receiving C-band is usually easier, as
> the dish aiming is less critical. But C-band is susceptible to local
> electrical or microwave interference. Ku-band is less susceptible to
> electrical interference, but extremely heavy rains over the receive
> site can briefly disrupt Ku reception.
>
> Most home backyard satellite dishes are C-band only. Many educational
> or industrial sites have downlinks that receive both C and Ku.
>
> If you are using an offsite facility for your downlink, check to be
> sure they can receive the correct satellite band for the broadcast you
> will be viewing, especially if it is only on Ku-band. Do not accept
> someone's vague impression of whether the downlink is compatible with
> your broadcast.
>
> Confirm everything with those who know what they are doing. If no one
> knows, go there yourself, tune in the satellite you will use, and look
> at any active channel on the satellite to witness the downlink's
> performance.
>
> Another reason to check the site's capability is that individual
> downlinks may have problems seeing a particular satellite, especially
> satellites with sky positions near the local horizon. Buildings,
> mountains, or trees may also block the view of a satellite from a
> specific downlink.
>
> Your office should subscribe to a publication such as Satellite TV
> Week or the Keystone Satellite Guide. These publications give
> up-to-date information on satellite locations, frequencies,
> transponder positions, and launches of new satellites.
>
> Keystone Communications' web site also contains current satellite
> location information (http://www.keystonecom.com). Even though
> satellites are in service for many years, programming and positioning
> regularly change.
>
> For example, NTC is purchasing some of its broadcast time on Satellite
> Galaxy 9 or G-9. This is a newer satellite that was launched in May
> 1996 into position 123 degrees west, in the position previously
> occupied by Telstar 303. Telstar 303 or T-3 has been moved to a new
> location. Many older receivers have not been reprogrammed to reflect
> these changes.

**Scrambled Signals**

> Some satellite broadcasts are scrambled or encrypted so that only
> authorized users can view them. Normally, NTC does not scramble its
> broadcasts, but offices may wish to view commercial telecasts that are
> scrambled.
>
> To receive scrambled signals from commercial telecasts, offices need a
> compatible decoder on their satellite receivers. Viewing these
> programs requires the following steps:
>
> 1\) Confirm that the receiver at the viewing site has a decoder, and
> find out what the decoder ID number is.
>
> 2\) Call the program producer and give the downlink decoder's ID
> number. During the test signal broadcast before the program begins,
> the producers will feed a digital code specific to the ID number of
> each authorized receiver's decoder. This code enables the decoder to
> receive the program.
>
> 3\) If your decoder does not bring in the program clearly during the
> test period, call the producer's telephone help number and ask for
> your decoder to be re-enabled. The digital code will be fed again.

**Time Zones**

> Time zones can be confusing, and it is not always obvious what time
> the transmission will be broadcast in your time zone. NTC will always
> notate local Phoenix and Eastern time on its broadcast schedules. Most
> commercial vendors publish their broadcast schedules using Eastern
> time. Always convert the broadcast information to your local time.
>
> Remember, Arizona does not switch to daylight savings time, so
> consider this fact in your calculations. During the summer NTC is on
> the same time as the West Coast Pacific Daylight Time (PDT).
> Technically this is also Mountain Standard Time, but it is not the
> same time as Mountain Daylight Time.

If you are in doubt, please call NTC to confirm times.

**BEFORE THE
BROADCAST**![](media/image5.wmf){width="5.864583333333333in"
height="1.54375in"}![](media/image3.wmf){width="0.7694444444444445in"
height="0.6152777777777778in"}

Once you decide to subscribe to a satellite program, you must make an
up-front investment of time and effort. Both technical and logistical
preparations must be considered. This up-front work will help eliminate
last-minute problems and ensure a successful session for participants.

**Determining Audience Size, Event Announcements, and Publicity**

> NTC will send announcement memos to field offices. These memos will
> include course description and objective(s), dates, times, and
> nomination due dates for all broadcasts.
>
> Local offices should help spread the word to employees about upcoming
> broadcasts. Posted announcements, e-mail messages, and discussions at
> staff meetings are ways that managers and local coordinators can help
> ensure that people who may benefit from training and informational
> broadcasts are aware of the date and time of each event.
>
> Critical to the success of any teleconference are announcements that
> give the course description & objective(s), date, and time of the
> teleconference. Send announcements to your anticipated viewing
> audience as far in advance of the program date as possible. If the
> event is an NTC training session, employees must be nominated for the
> course through the NTC training nomination process.
>
> If the BLM event is not a formal NTC training course, you will receive
> a program announcement that can be posted or sent to employees via
> GroupWise.
>
> When announcing a program, request that participants arrive at least
> 15 minutes prior to the start of the teleconference to receive
> participation information.
>
> Once the number of participants in each broadcast at your site has
> been determined, coordinators should proceed with all on-site
> logistics.

**Communication From NTC**

> For most telecasts NTC will send field offices written materials for
> participants and facilitators before the broadcast. This material will
> include the following:
>
> **The Broadcast Schedule**, which contains all broadcast times, the
> program agenda, scheduled breaks, planned call-in sessions, and test
> signal information.
>
> **Technical Information**, which includes the satellite name,
> position, downlink frequency, and the transponder and channel number.
> Longer events and multi-day training courses may be broadcast on
> different satellites or transponders. Appendix B contains a sample NTC
> broadcast announcement.
>
> **Help Hot Line Phone Numbers**, which are the telephone numbers
> downlink sites should call during the transmission of test signals if
> they are having problems with receiving NTC's signal.
>
> **Site Facilitator Information**, which will include instructions on
> how local facilitators should work with groups at field offices.
>
> **Instructions on Interactivity**, which will give information on the
> use of phone calls and faxes related to each broadcast. A duplication
> master of the NTC teleconference fax form is provided in this
> handbook.
>
> **Downlink Site Guide**, to help facilitators and others who are
> coordinating local events before, during, and after the broadcast.
>
> **Student Notebooks**. In many cases each office will receive one set
> of master documents. On-site coordinators will need to copy these
> materials for each participant at field offices.
>
> **Course-Specific Materials**, which may include maps, computer discs,
> mineral samples, reference books, or other publications.

**Participant Material Preparation and Distribution**

Some training courses that use satellite broadcasts will also have
pre-assignments. Copy and distribute these materials to all participants
in a timely manner before the broadcast to allow time for the work to be
done. More information on pre-assignments will be sent out from NTC with
the prebroadcast materials.

Assemble all packets of materials for participants in advance and have
them ready for trainees as they arrive or register. The packets might
contain the following:

· name tags

· an agenda

· a program schedule

· textbooks or workbooks

· program-related handouts

· a pencil and pad of paper

· the program evaluation form

· the NTC teleconference fax form

· a list of participating sites

· telephone instructions for call-in questions

· list of instructors (including local presenters) with biographies

**Signal Reception and Technical Arrangements**

Unless you are making the technical arrangements yourself, give your
support staff copies of the technical satellite broadcast information,
including the Satellite Help Hot Line phone number.

Each receive site should check to see that all satellite equipment is
working, that someone from the office knows how to use it, and that
these people will be ready on the day of the broadcast. More than one
person should be familiar with the equipment in an office in case the
primary operator is ill or called away unexpectedly on the day of the
broadcast. These staff members should also be able to handle any
last-minute satellite tuning, video recording, trouble shooting with the
audio systems, and adjusting video monitors or projectors.

A day or two before the broadcast, pre-focus your satellite downlink to
the satellite NTC will be using, and test your signal reception from
that satellite. To ensure that you are on the correct satellite, check
your reception against published satellite programming guides such as
Satellite TV Week. These guides give information on other programming
that is broadcast on each satellite and transponder.

**Audiovisual Equipment Arrangements**

Depending on the size of your local group, arrange for video monitors,
audio amplification equipment, or video projection equipment. For
training telecasts ensure that everyone has a clear view of the screen
and that graphics and other training visuals can be easily seen.

Check prebroadcast materials sent out from NTC to see if more
audiovisual equipment is required for use during the training. Such
equipment may include slide and overhead projectors and VHS video
players. Be sure that you have spare lamps and any other technical
support you may need.

![](media/image6.png){width="2.7944444444444443in"
height="2.6645833333333333in"}

**Recording Broadcasts**

If you plan to video tape the broadcast at your office, have a ½-inch
VHS video recorder wired into your system. Make a test tape of a signal
feed off of your satellite receiving equipment before all NTC
broadcasts. You may want to video tape the broadcast for later use or
for people who cannot attend the live telecast.

Make sure you have enough blank VHS video tapes ready to record
broadcast segments. Prelabel tapes so they don't get mixed up during
taping.

Before recording any satellite broadcast, make sure you have the legal
right to do so. If the telecast is free, you can probably video tape it
with no legal problems. But ask first! If you have to pay to receive the
program, videotaping will probably be restricted. You may be required to
ask for permission to tape the program and pay an additional fee. As the
registered client, you are legally responsible for not violating
copyright laws. If BLM originates the broadcast, you can safely assume
that you can tape it and use it for additional training. You can
videotape almost all programs produced by federal agencies. If in doubt
call the program producer for clarification.

**Telephone Arrangements**

If the teleconference will include call-in interactive segments, the
room must be equipped with telephone lines over which long-distance
calls can be placed by FTS, credit card, or toll-free 1-800 numbers.

To allow participants to call in questions and comments during the
broadcast, arrange to have a telephone in your viewing room. Place the
phone as far away from the audio source of the conference as possible,
ideally on the other side of the room from the monitor or projection
screen. To reduce echo and feedback, locate this phone away from all
speakers, and do not use a speaker phone. To avoid these problems, some
sites have used cellular phones out in the hall directly next to the
viewing room. ![](media/image7.wmf){width="1.4145833333333333in"
height="1.4027777777777777in"}

To permit participants to fax in questions and comments during the
broadcast, arrange to have a fax machine in or close to your viewing
room. Be sure to have paper in the machine in case your site receives
incoming faxes during the broadcast. If possible, use a dedicated phone
line for your fax communications.

For special high-profile events, NTC also sends the audio portion of the
program to a telephone bridge. Such a bridge gives receive sites access
to the program audio should satellite downlink equipment fail. Receive
sites that want to be ready to use this backup signal should have a
speaker phone placed in their viewing room, in addition to the telephone
that is used for placing calls to the NTC studios.

Information and instructions for backup audio feeds of NTC
teleconferences will be included in prebroadcast materials sent to
receive sites before the event.

**Cautions About Communication Security**

Coordinators, facilitators, and subject matter specialists are
responsible for maintaining the security of the NTC telephone and fax
number for all broadcasts. In most cases these numbers are not
distributed to the public or to anyone outside the target audience for
each broadcast.

**To avoid unwanted calls and having the NTC phone and fax lines jammed,
please do not release these phone numbers to anyone not authorized to
participate in the interactive portion of the broadcast. In many cases
other people may watch telecasts but do not call or fax in
communications.**

**Choosing a Meeting Room and Arrangement**

As soon as a broadcast is announced, schedule your receiving room for
that day. Determine the arrangement of tables, chairs, and television
viewing equipment in your room. The layout needed for a viewing site
depends on the number of viewers and the activities involved.

Set up the tables and chairs well before the event to meet the needs of
the training session and your local participants. Depending on the
number of participants and the surrounding activities, you may need to
rent more tables and chairs.

If the broadcast involves hands-on computer training, you may need to
install DOS or UNIX computer equipment in your viewing room.

Decide if you will need signs or posters to direct participants to the
building or classroom. Prepare these signs ahead of time so that they
are ready to be posted on the day of the event.

A small conference room will handle up to 30 people for a lecture-type
program. But if the program involves group activity and meal breaks, you
may need a larger room. The type of

facility depends on the training requirements and the needs of
facilitated group activities. If you add local activities to your
sessions, you may need more space.

**Recommended Room Layouts for Downlink Training**

For all rooms:

> Recommended room size for 30 students: 1400 sq. ft. (35\' X40\' -
> depends on ceiling, doors, lights, windows).
>
> Recommended ceiling height: 10 feet. Lower ceilings may be used, but
> they make viewing the video image more difficult.

Relocate the coordinator/facilitator supply tables as necessary.

Use a 4 ft. x 8 ft. marker board.

> If possible have your television monitor on a cart so it can be moved
> when needed.
>
> **If you will be using 25-inch TV monitors, a ratio of 1 monitor to 20
> people is appropriate. Monitors should be on wheeled risers or stands
> that will raise them at least 4 to 5 feet above the floor.**
>
> Seats should be no more than five to six rows away from the monitor.
> If you will be using large-screen projection, remember the picture
> will appear somewhat fuzzy if viewed too close to the screen.
>
> Add more television monitors as needed to guarantee good viewing by
> all participants.

**Sample Room Arrangements**

An effective room arrangement can facilitate group interaction and
learning. The purpose of the program should be considered when choosing
the room arrangement.

If the training session or program contains small group exercises,
layouts one or two (shown on the following pages) are recommended. In
these arrangements, the participants are already arranged in smaller
groups so when the exercise is announced, they can concentrate on the
task at hand rather than moving into small groups. If the task requires
even smaller groups, each table can split into two groups.

**Layout #1**---Circular tables, 30 students

![](media/image8.png){width="5.694444444444445in"
height="4.784722222222222in"}

If the room size allows, use six tables with five students per table.

**Layout #2**---Chalkboard and clustered tables, 30 students

![](media/image9.wmf){width="5.784722222222222in"
height="5.132638888888889in"}

For participants to sit at the table arrangement shown, tables must have
recessed legs. If you cannot get such tables, place a third table, 6 ft.
x 30 in. across one end.

**Layout #3** U-Shaped Arrangement

![](media/image10.png){width="5.456944444444445in"
height="4.918055555555555in"}

This layout is recommended when you have a smaller group of people (up
to 24). This arrangement is conducive to group discussions. Participants
also can group with two or three people near them for small group
discussions.

**Layout #4** Classroom/Theater Style

![](media/image11.png){width="6.086111111111111in"
height="5.3284722222222225in"}

This layout is recommended primarily for information-oriented programs
where you anticipate a large audience. This arrangement is not very
conducive to small group activities or discussions.

To facilitate note taking, it is best to provide tables. If it is a
short program and you don't anticipate that participants will take a lot
of notes, tables may not be necessary.

**THE DAY BEFORE THE
BROADCAST**![](media/image3.wmf){width="0.7694444444444445in"
height="0.6152777777777778in"}

> Arrange the meeting room.
>
> Make sure all other training and facilitation materials are ready.
> Materials may include blank flipcharts, masking tape, markers, and
> note paper.
>
> Organize all supportive training materials either in the front or back
> of the room where they will be accessible for quick distribution.
>
> Distribute student packets assembled earlier.
>
> Have enough copies of all reference materials in the room, including
> textbooks, CFRs, copies of regulations, and other materials as
> described in the prebroadcast instructions provided by NTC.
>
> If your group is large enough, consider making name tags or seat
> assignments for all participants. If you are using name cards, place
> them on the tables.
>
> If you plan to use a cell phone to call in questions and comments, be
> sure that enough batteries are charged and ready to go.
>
> Ensure that you have adequate copies of the NTC teleconference fax
> form and black medium-point felt tip markers for participants. A
> duplication master is provided in this guide.
>
> Copy the evaluation forms for all participants. You will receive a
> course-specific evaluation form from the NTC coordinator. In the
> "Duplication Masters" section, there is also a form you may want to
> use for local feedback for BLM and non-BLM
> broadcasts.![](media/image12.wmf){width="2.5548611111111112in"
> height="2.4034722222222222in"}

**THE DAY OF THE
BROADCAST**![](media/image3.wmf){width="0.7694444444444445in"
height="0.6152777777777778in"}

**Getting Ready**

> The site coordinator and satellite technician should arrive at least
> an hour before the scheduled starting time.
>
> Post any signs you have prepared to direct people to your viewing
> room.
>
> The site coordinator or facilitator should also ensure the success of
> the event by being personally involved with the participants. The
> facilitator should establish a climate conducive to learning and
> interaction.
>
> Early in the morning check that all final equipment setups are
> completed. Warm up your satellite reception equipment, and video
> monitors/projectors. Test audio equipment, and check to ensure that
> you have your VCR hooked up properly. Also test your telephone and fax
> equipment. Have all equipment in place and completely tested at least
> 1 hour before the program. If possible have a technician present
> during the final setup and testing.
>
> Adjust your TV monitors or video projector so they look good under the
> lighting conditions of the program. If you have no other reference,
> play a videotape and adjust the color so that skin tones look natural.
> Preset the audio levels on your monitors or the PA system. Remember,
> more volume is needed for sound to be heard when the room is full of
> people. Once people are seated, walk to the back of the room to make
> sure the audio is loud enough.
>
> If you plan to videotape the program, make a quick test recording, 30
> seconds or so, and play it back to make sure the recorder works and is
> recording the right signal.
>
> Have people sign in as they enter the room, or circulate the sign-in
> sheet once everyone is in place. Please duplicate and use the roster
> provided in the "Duplication Masters" section of this guide.
>
> Place all participant material on the tables before participants
> arrive, or hand this material out as people enter the room.

**The Test Signal**

> For NTC broadcasts, one-half hour before the program begins a test
> signal will be broadcast. Be ready to receive this signal. Commercial
> vendors also use test signals.
>
> Be sure to have the Satellite Help Hot Line telephone number ready
> should you have any problems with signal reception during the test
> signal period.
>
> Call NTC, or other program producers, under these conditions:
>
> 1\. If you can't find the test signal or program. Under unusual
> circumstances programs are sometimes moved to different satellites
> with little or no notice. If you think this has happened, call
> immediately to resolve this problem before the program starts.
>
> 2\. If you have a signal problem that doesn't seem to be due to your
> site's equipment, the origination site or the satellite may be the
> source of the problem.
>
> 3\. If the program begins clearly, then develops a problem, such as
> severe interference, "snow," or double images, you may have a problem
> with the satellite that the origination site hasn't caught yet. Double
> check your equipment before calling. More likely something has gone
> wrong at your receiving site.

Please don't call the hot line number for help unless you cannot resolve
problems locally.

**Preparing the Group**

> Teleconferences generally start punctually. As participants arrive,
> the test signal should be showing on the screen in the viewing room.

![](media/image13.png){width="2.2743055555555554in"
height="1.2534722222222223in"}

> Check that all participants have a good view of the television display
> equipment. If many people are hanging back at the rear of the room,
> encourage them to move up front for better viewing. Explain that many
> visuals and graphics will be hard to see from the back of the room.
>
> Five to 10 minutes before the start of the program, welcome the
> participants as a group. Explain the locations of refreshments,
> restrooms, drinking fountains, and telephones that participants may
> use during breaks. Introduce the teleconference, describe the format
> of the program, and tell viewers how to participate in the
> teleconference.
>
> Emphasize the importance of returning from breaks on time, since
> broadcasts will stay on schedule.
>
> Refer participants to the training materials that tell how
> participants can communicate with instructors and subject matter
> specialists after the program. In most cases this information will
> include the instructor's name, title, office, mailing address,
> telephone number, fax number, BLM GroupWise address, personal e-mail
> address, area of expertise, and other specifics such as "electronic"
> office hours.

**Telephone Calls**

> Don't be afraid of calling in. This is the electronic version of
> raising your hand in a traditional class.
>
> When people at your site place calls, turn down the sound on your
> satellite audio signal to reduce feedback and echo. If possible have
> questions called in from the back of the room or from just outside the
> room. You may want to delegate a person to turn the sound up and down
> for your group.
>
> When the NTC teleconference operator first answers incoming calls,
> participants will be asked their names, where they are calling from,
> and their questions or comments. They will be placed on hold, and this
> information will be given to the on-camera instructors.
> ![](media/image14.wmf){width="2.75in" height="2.2104166666666667in"}

Don't be frustrated if you are on hold for a long time, or if the phone
rings for a long time before you get through to the NTC teleconference
operator. NTC has 12 phone lines and one operator to answer and process
all calls.

> If there are a lot of phone calls during a broadcast segment, try to
> make your question short and succinct. Then more people from around
> the country can call in during allotted air time.

![](media/image15.wmf){width="2.579861111111111in" height="1.625in"}

**Faxes**

> Participants should use the NTC teleconference fax form. Questions and
> comments should be written or printed neatly using a black
> medium-point felt tip marker in the lined horizontal box.
>
> For best results, the writing should be as large as possible. Many
> times fax forms will be placed on camera at the NTC studios so that
> all sites can see the question or comment.
>
> Be sure to notate the name of the caller and the telephone number of
> your viewing room in the boxes provided. Often instructors will call
> receive sites while on the air to discuss faxed materials.
>
> Those wanting to send in a diagram or sketch as part of their fax
> should use a blank piece of paper and send it in horizontally on the
> page (landscape format).

**Program Support and Logistics**

Once the teleconference begins, closely monitor the conference and be
ready to help encourage and facilitate interactivity. Remember, you are
the host, and the viewers are your customers. Do everything you can to
handle the technology, and let participants concentrate on the content.

If someone else is providing your technical support, know how to quickly
locate your technician at all times during the program.

The materials that you receive from NTC will give instructions for the
facilitator. Follow all these instructions and guidelines for work
during pre-air and off air periods. Such guidelines may cover
participants working individually or in facilitated group exercises,
discussions, and brainstorming sessions. Follow all course materials for
the question-and-answer segments, fax communications, and
program-specific instructions.

Distribute all course-specific specialty objects, such as large maps,
hand props, samples, and other items sent from NTC or gathered to meet
the training needs of the telecast.

Monitor the recording of your VHS video recorder. Change tapes as
required to ensure that all segments are recorded. Change tapes during
off-air breaks rather than "on the fly" during the telecast.

As an aid for facilitators, Attachment C contains additional information
on working with groups to enhance their learning experience.

Remember, coordinators and facilitators do not have to be subject matter
experts. Nor do they have to be overly familiar with the program
content. But to ensure a fulfilling experience for participants, they
must do the following:

Keep the training on schedule.

Lead the participants through discussion and question-and-answer
exercises.

Record questions and concerns expressed by participants.

Assist with telephone interaction.

Handle any problems that may come up during the program.

**AFTER THE
BROADCAST**![](media/image3.wmf){width="0.7694444444444445in"
height="0.6152777777777778in"}

Once the broadcast goes off the air, the role of the site coordinator is
not over. Several post-broadcast tasks need to be completed.

> Involve local managers or supervisors in the program's conclusion.
> They may want to provide additional comments on the program content
> and hear participants' questions and comments.
>
> Return all assignments, assessment work, and tests to NTC or the
> designated contact person.
>
> Have all participants complete the broadcast and training program
> evaluation form provided by NTC.
>
> Send a participant list for all broadcasts back to NTC.
>
> Forward the evaluation and participant list to NTC as soon as possible
> after the program. You may wish to keep a copy for your records and
> review the evaluations to see if you can make any improvements locally
> in facilitating and coordinating future events.
>
> Record and keep track of all unanswered participant questions that
> need to be forwarded to NTC or to subject matter experts, including
> questions that were not answered during the broadcast telephone and
> fax sessions.
>
> After you complete all activities and your participants leave, be sure
> to turn off all satellite reception equipment, your video recorder,
> and audiovisual equipment.

**PUBLIC PARTICIPATION
EVENTS**![](media/image16.wmf){width="2.879861111111111in"
height="2.3618055555555557in"}

If the NTC telecast is a broadcast event that is also targeted to the
public, resource advisory council members, or the media, consider some
other things:

> An additional viewing room may be desired for public viewing and will
> require more television monitors and sound equipment.
>
> An additional viewing room may be desired for the news media and will
> require more television monitors and sound equipment.
>
> If a press conference is scheduled in conjunction with the broadcast,
> a sound distribution system (mote box) may be helpful.
>
> If the broadcast is a high-profile public participation event or VIP
> guests are on site, determine if more security arrangements are
> needed. Coordinate with BLM law enforcement staff on a security plan.
> Determine if security ID badges are required, what security levels are
> needed, and if public access is to be allowed.
>
> For high-profile events, determine if you need to make other special
> arrangements, such as special parking, registration tables, or the use
> of public contact specialists for all target groups at your site.

**Note:**

For your convenience, in the "Duplication Masters" section, there is a
checklist containing all the tasks that need to be completed before,
during, and after a broadcast.

This page intentionally left blank to maintain page numbering
consistency between the downloaded version (this book) and the bound
copy prepared at the training center.

**Other Sources of Satellite Programming and Information**

For current information on upcoming programs, please visit the NTC
Homepage. It can be accessed through the BLM National Homepage at:
http://www.blm.gov. NTC is located within the "State-by-State
Information" section.

Also since BLM offices can receive any satellite program on C- or
Ku-band, you have access to hundreds of educational programs produced by
other agencies, private industry, and educational institutions. Some
programs are free. Others are offered by commercial vendors at a fee.
The NTC web page is also linked to the home pages of other program
producers. Below are some sources for other satellite program
information. Call or email these sources and ask to be placed on their
mailing lists.

American Management Association

135 W. 50th Street

New York, NY 10020

\(212\) 903-8329

Web site: http://www.enews.com/magazine/mr/satellite.html

> AMA produces satellite programs on topics such as management,
> leadership, diversity, and negotiation. The NTC homepage has a link to
> their site.

Federal Training Network

115 North Lee Street, Suite 202

Alexandria, VA 22314

1-800-243-9799

Web site: http://members.aol.com/fedlearn/ftn.html

> FTN produces satellite programs on topics such as management,
> leadership, communication and time management. FTN regularly updates
> their topics to include current issues and interests. The NTC homepage
> has a link to their site.

Government Services

Web site: http://www.gstn.com

> A video tape subscription service providing news, information and
> training to local governments throughout the United States and Canada
> on topics such as customer service, supervision, and reengineering.

Keystone North American Satellite Guide

1-800-432-2666, ext. 3705

Email: cheryl@keystone.com

Web site: http://www/keystonecom.com

> This is one of the best sources for information on satellites,
> frequencies, and positions.

Mind Extension University (ME/U)

The Education Network

9697 E. Mineral Avenue

P. O. Box 3309

Englewood, CO 80153-3309

1-800-777-MIND

> ME/U offers educational programs and degrees. They offer a monthly
> subscription to their catalog which lists courses available for public
> access. The ME/U network is broadcast on Galaxy 5, Transponder 21.

National Technical University

\(303\) 484-6050

This organization works with 47 universities to provide college courses
via satellite.

Public Broadcasting Service - Adult Learning Service

1320 Braddock Place

Alexandria, VA 22314-1698

1-800-257-2578

Web site: http://www.pbs.org/als

> PBS produces programs on business topics such as management,
> leadership, computing skills, interpersonal skills, and negotiation.
> The NTC homepage has a link to their site.

Satellite Channel Chart

WESTSAT Communications

P.O. Box 434

Pleasanton, CA 94566

\(510\) 846-7200

> This bi-monthly report lists all programming services on the C-band
> and Ku-band satellites, including charts showing satellite positions
> and listing channels. It also includes listings by individual
> satellite specifying normal and occasional users of each transponder.

Satellite Learning

Program and Resource Guide

P.O. Box 409

League City, TX 77574-0409

\(409\) 925-3900

> This guide lists educational satellite programs from a variety of
> producers, including universities, schools, agencies, corporations,
> and hospitals. It also contains contact information for program
> producers and networks, profiles of the producing organizations, and
> technical information on satellite feeds. It is updated quarterly.

Satellite Orbit Magazine

\(703\) 827-0511

This magazine lists PBS and Adult Learning Services programs

Satellite Scholar: TV Guide to Educational Programming

2347 S. Avenue West

Missoula, MT 59801

\(406\) 549-4860

> This monthly magazine contains full descriptions of educational
> programs available via satellite.

Satellite TV Week

P.O. Box 308

Fortuna, CA 95540

1-800-345-8876

> The best source for commercial satellite programming. This guide
> emphasizes entertainment programming and has an excellent chart that
> shows all satellites and users per transponder.

Sourcebook: Teleconferencing in Higher Education

National University Teleconference Network

330 Student Union

Stillwater, OK 74078

\(405\) 744-5191

> This book grew out of the first-hand experience of several
> teleconference coordinators.

USDA Graduate School - Distance Learning Institute

1100 Commerce Street, Room 4F25

Dallas, TX 75242

\(214\) 767-8206

Email: distancelearning@dal.grad.usda.gov

Web site: http://www.grad.usda.gov

> The USDA Graduate School has a regular schedule of live interactive
> satellite programs.

Westcott Communications

\(214\) 716-5278

Web site: http://www.westcott.com

> Westcott is an interactive Distance Training Network which provides
> education, information, and training. Their web site is linked to
> several affiliated networks.

**APPENDIX A**

**Domestic Satellite Arc**

**APPENDIX B**![](media/image17.wmf){width="6.044444444444444in"
height="8.379166666666666in"}

**Sample NTC Broadcast Announcement**

BLM Satellite Network

Occupancy Trespass TeleCourse

NTC Minerals Course 3000-64

September 11, 12 and 13, 1996

All Broadcasts are C-Band Transmissions

Broadcast Schedule

NOTE: Times are Phoenix local time - Pacific Daylight Time (PDT)

Times noted as EDT are Eastern Daylight Time

Day One - September 11, 1996 (Wednesday)

Satellite Information - Day One - Morning Session

C-Band Satellite - Telstar 401 T401\"

Orbital Location - 97 Degrees West

Transponder - 17 (V)

Channel - 17

Downlink Frequency - 4040

7:30 am - 8:00 am - Color bars and NTC Test Signal EDT 10:30 am - 11:00
am

8:00 am - 11:00 am - Instructional Segment One

3 hours (includes 2 short breaks) EDT 11:00 am - 2:00 pm

11:00 am - 12:30 Noon - Off the Air ( Lunch Break and Exercise) EDT 2:00
pm - 3:30 pm

Satellite Information - Day One - Afternoon Session

C-Band Satellite - Telstar 401 T401\"

Orbital Location - 97 Degrees West

Transponder - 16 (H)

Channel - 16

Downlink Frequency - 4020

12:30 Noon - 1:30 pm - Instructional Segment Two

1 hour (includes 1 short break)

EDT 3:30 pm - 4:30 pm

Day Two - September 12, 1996 (Thursday)

Satellite Information - Day Two - All Sessions

C-Band Satellite - Galaxy 9 G9\"

Orbital Location - 123 Degrees West

Transponder - 2 (H)

Channel - 2

Downlink Frequency - 3740

7:30 am - 8:00 am - Color bars and NTC Test Signal

EDT 10:30am - 11:00am

8:00 am - 11:00 am - Instructional Segment Three

3 hours (includes 2 short breaks)

EDT 11:00am - 2:00pm

11:00 am - 12:30 Noon - Off the Air (Lunch Break and Exercise

EDT 2:00pm - 3:30pm

12:30 Noon - 1:30 pm - Instructional Segment Four

1 hour (includes 1 short break)

EDT 3:30pm - 4:30pm

**NOTE: Galaxy 9 is a new satellite which was launched in May of 1996.
It has been located in the domestic satellite arc at 123 degrees West,
in the position which was formerly occupied by Telstar 303 or "T3". Many
satellite receivers may not have been reprogrammed for this satellite.
Downlink sites are encouraged to test their reception of G9 well in
advance of the broadcasts.**

Day Three - September 13, 1996 (Friday)

Satellite Information - Day Three - Morning Session

C-Band Satellite - Galaxy 9 G9\"

Orbital Location - 123 Degrees West

Transponder - 2 (H)

Channel - 2

Downlink Frequency - 3740

7:30 am - 8:00 am - Color bars and NTC Test Signal

EDT 10:30am - 11:00am

8:00 am - 11:00 am - Instructional Segment Five

3 hours (includes 2 short breaks)

EDT 11:00am - 2:00pm

11:00 am - 12:30 Noon - Off the Air (Lunch Break and Exercise)

EDT 2:00pm - 3:30pm

Satellite Information - Day Three - Afternoon Session

C-Band Satellite - Galaxy 9 G9\"

Orbital Location - 123 Degrees West

Transponder - 5 (V)

Channel - 5

Downlink Frequency - 3800

12:30 Noon - 1:30 pm - Instructional Segment Six

1 hour (includes 1 short break)

EDT 3:30pm-4:30pm

**NOTE: Galaxy 9 is a new satellite which was launched in May of 1996.
It is located in the domestic satellite arc at 123 degrees West, in the
position which was formerly occupied by Telstar 303 or "T3." Many
satellite receivers may not have been reprogrammed for this satellite.
Downlink sites are encouraged to test their reception of G9 well in
advance of the broadcasts.**

Day of Broadcasts

Satellite Help Hot Lines: (602) 906-5629 or (602) 319-6102

**APPENDIX C**

**INSTRUCTION AND FACILITATION INFORMATION**

**SETTING THE LEARNING CLIMATE**

The first few minutes of the training are the most crucial. If they are
interesting, relevant, and pleasant, problems which may arise later can
be resolved with a minimum of loss to the learning. If the first minutes
are boring, pointless, and unpleasant, the most precious gems of
learning are likely to be lost in the mud of misunderstanding,
incomprehension, or apathy. If you cannot always produce a positive
attitude toward learning, you should at least attempt to insure that you
are not the cause of a negative one. Paraphrasing Mager, the learning
climate should be arranged in such a way that the participant is in the
presence of as many pleasant conditions as possible and as few as
possible unpleasant ones.

This is a tall order, but if you did your planning well and if you
planned an environment for adults, you have already taken a giant step
in setting a pleasant learning climate.

What remains? Let\'s take it step by step.

**1. Greeting Participants**

Adults seem to respond better to a handshake than a cold stare meaning
\"take your seat.\" They like the sound of their names better than \"you
there\" or \"you people.\" They are accustomed to addressing leaders in
terms other than \"Herr Professor\" or \"Sarg.\" They are often less
forward than children in sidling-up to say \"hi\" to the new adult.
Introductions are in order all around. Name tags or place cards may also
be useful in keeping salutations personal.

If everyone is already acquainted, then a few minutes spent discussing
the weather (contrary to common wisdom) can work wonders for the
climate.

**2. Getting Everyone Comfortable**

Adults respond better to the warm offer of strong coffee than to the
warm/cold introduction of a strong/weak speaker. They usually prefer to
find their own seats rather than having seats assigned. The announcement
of coming breaks and restroom locations is a load off everyone\'s mind.
Invitations to move chairs or change them, sit on the floor, and remove
shoes, coats, and ties adds the comfort of home. Music soothes ragged
nerves.

**3. Spelling out the Ground Rules**

Adults (unlike most children) are very interested in knowing the rules
of the game. In this case, \"spelling them out\" amounts to describing
in general terms the ways in which participants and resources may relate
during the learning experience. In the democratic approach, it might go
something like this:

\"These resources (people, materials) are here for you. Feel free to use
them, call for more, whatever. Stop me (us) if you don\'t understand
something; suggest that we move on if you already understand it.\"

**4. Warming up**

Adults are people who are overworked and under slept. Adults are people
who have pressing concerns beyond the learning experience. Adults are
people whose minds are wont to wander to those concerns. Warm-ups help
adults wake up. They lighten the burden of concerns. If related to the
content, warm-ups produce a climate of \"readiness.\"

**5. Discussing Expectations**

By this I mean a general preview of what is to come followed by a
discussion of its relevance. This leads naturally to the next activity
in the training, agreeing on objectives. If for some reason expectations
don\'t match the previewed activities, the time to start discussing
changes is now, before you plow into a recitation of preset objectives.
Adults are people who respond better to objectives (self-set or not) if
the objectives meet their expectations. Expectations can change. Adults
are people who respond better to objectives that they know they can
change (at least a little). [Besides, objectives that are]{.underline}
[open to change are changed less often and more often
achieved.]{.underline}

These are the major steps; you may think of others.

Reproduced from *Planning, Conducting, and Evaluating Workshops*, Larry
Nolan Davis, Distributed by University Associates, San Diego, CA, 1974.

**ACCEPTING PARTICIPANT RESPONSES**

As an instructor, your acceptance of classroom responses is critical to
effective classroom participation. Nothing can discourage discussion
more quickly than an instructor\'s failure to recognize and accept the
feelings behind the responses of class participants.

Accepting a participant\'s response doesn\'t necessarily mean that the
instructor has to agree with the content of the response. In fact, many
times agreement on the content is not possible. The instructor, however,
must acknowledge the response and accept the participant\'s input as a
valuable contribution to the class. Remember that incorrect responses
can be as much a part of the learning process as the asking of
questions.

Your acceptance of a participant\'s classroom response can take many
forms. It can take the form of something as substantive as a restatement
of the participant\'s response for clarification or the form of
something as subtle as a nod. What you say when reacting to a
participant\'s response may not be as important as how you respond or
react.

To promote a high level of verbal interaction, acknowledge verbal
responses, even incorrect responses, and make the participant feel that
the contribution, even though perhaps incorrect, is worthwhile and
contributes to the class activity.

**MOVING AROUND IN THE CLASSROOM**

The way you move about the classroom has a profound effect on the
messages you convey to the participants, on how you relate to the
participants, and ultimately, on the teaching and learning that will
take place. Your movement shows something about how you feel toward the
participants, and affects your

relationship with the participants.

For example, an instructor who restricts his movement to a small area
behind a desk or podium places a physical barrier between himself and
the participants. Regardless of the reason for sitting or standing
behind a desk or standing behind a podium, participants are likely to
interpret the relationship between instructor and participant as one
that is emotionally and physically distant. This type of instructor
behavior will generate reciprocal behavior on the part of the
participants, and the emotional distance between the instructor and
participants will widen as the class progresses.

Since the time required for teaching this module is short, a productive
instructional environment needs to be quickly established. A productive
instructional environment is one in which the instructor is firmly in
control of the class, yet a comfortable, relaxed atmosphere exists that
encourages dialogue. Establishing that type of environment requires at
least an awareness of how your physical movements in the classroom
contribute to the classroom atmosphere.

If you need to use the desk to store handouts, or to place overhead
transparencies on a projector, try sitting on the forward edge of the
desk. In this way the desk becomes useful as a platform, but the barrier
is no longer apparent. Also, try walking into the area where the
participants are seated, or from one side of the room to the other
whenever the presentation allows.

**CLUES TO SMALL GROUP DYSFUNCTION**

Major problems may exist in any group meeting, but they can be faced
before the group deteriorates if clues to potential dysfunction are
recognized early. When the leader and members recognize these clues and
openly focus attention on them, they are learning to diagnose group
problems, and they are taking steps toward their resolution. If the
clues are ignored, work on the agenda issues may be futile.

**Avoidance of the Task**

Frequently, when a group dodges the main issue and talks instead about
extraneous or picayune points, something is keeping the members from the
real work. They may:

> · fear the size and consequences of the main problem;
>
> · feel inadequate to deal with the issue;
>
> · lack the desire to work hard;
>
> · feel uninvolved;
>
> · feel hostility or fear toward the leader or dominant member;
>
> · expect conflict of views on the main issue and want to avoid it; and
>
> · fear the consequences of making a decision.

As a result, the task is unfinished, the agenda is postponed, and the
puzzled leader may wonder (during a sleepless night) what happened and
what he might have done.

One leader might try \-- by exhortation, authority, punishment, or force
\-- to make the members discuss the major issue. Another leader might
indicate the clues he has observed and check whether anyone else has
noticed them. Such a leader might suggest that members cease their
flight from the major issues and discuss instead why they are avoiding
the task. If this discussion is too difficult for the group to face
openly, the leader might initiate a method to unlock the underlying
problem: Each person writes his personal diagnosis of the difficulty on
a sheet of paper and places it in the middle of the table. The sheets
are mixed to shield identity and are then read aloud by one member.

By this procedure, the leader helps the group diagnose its own problem
and legitimizes open group maintenance as an appropriate task. The
members learn how to watch for clues to group dysfunction and begin to
take responsibility for their own behavior.

**Member Impatience with Each Other**

It is easy to sense when a group is on edge. Members speak more
vehemently. Criticism and rejection of suggestions occur. Polarization
and refusal to find a compromise are common. Subtle personal attacks
creep into the discussion.

There are many causes for this situation: the group\'s dissatisfaction
with itself; resentment at what is perceived as pushing by the leader;
an emotional problem known to everyone but not dealt with; anger at one
aggressive and overpowering individual. The group should be urged to
tackle the basic issue troubling it. Here again, diagnosis followed by
facing the underlying issue, whatever it is, should be the immediate
task for the group.

**Ideas Attacked Before Fully Expressed**

When an issue has become polarized, or the group has divided into two
hostile camps, statements frequently are attacked even before they are
finished. Every suggestion is viewed as impractical. Different
perceptions as to the meaning of the task or discussion method are
present. No one listens fully to others. Cliques are formed. Hidden
agendas of various members remain unexpressed but are revealed covertly.

When any of these situations occur, no progress will be made on the
agenda issues until the underlying problem is brought to the surface. A
leader may report that for the last twenty minutes no one has allowed
another person to finish a statement. The leader asks, first, if others
have noticed this (a few heads nod), and, second, what really is
happening in the group. He may receive little support because emotions
are high and most members are ready to do battle. The leader may then
suggest that at least a speaker should be asked if he is finished and if
he feels he has been heard. The leader may also suggest that each
member, before responding to the previous member, paraphrase what he has
heard the previous member say. If followed, the members might be
astonished to see how poor listening can lead to serious
misunderstanding.

**Inactive Listening**

Any observer can quickly note whether people are listening to each
other. When there is little listening, the discussion flow goes in a
jagged line, with each statement having only the most casual relation to
the one just made. People give a variety of bodily clues. They may be
leaning forward intently, with muscles tightened, waiting to break in
with their own contributions. Where hidden agendas are present, each
person listens only for the appropriate moment to introduce his purpose,
his facial expression may even signal anger.

Listening is difficult. Each of us has a psychological screen through
which we hear. This screen includes our aims and desires at the moment;
what we think the person is saying based on our past experience with
him; what we think of him and how much we like and respect him; what we
think ought to be said about the subject; and a host of other
experiences and emotions that add up to the stereotypes upon which we
base our responses to individuals.

We are inside our own minds when we listen. We should be endeavoring to
be inside the speaker\'s mind if we are to understand him. We should be
listening for the dual messages in any statement\--the music and the
words.

Perhaps the person is seeking status, support, love, respect,
admiration. Perhaps he is communicating hopelessness and the expectation
of failure in being heard and understood. Perhaps he is trying to become
a more accepted member of the group by adding to the problem-solving
process. Whatever it is, he is communicating two messages, and
inattentive listeners may misread both messages. This is why real
listening is hard work and full communication is rare.

Many leaders remain unaware of these complexities because their
attention is solely on the task. The leader often naively assumes that
everyone is dealing with the agenda issue. If he does recognize crossed
communication, he may give his interpretation of what has been said as
the correct one, instead of asking for clarification. Some leaders, on
the other hand, strive to listen on both levels. They are aware that
their own hearing may be inaccurate. Consequently, such leaders may
paraphrase what they have heard and ask the previous speaker if that is
what he meant and if he wishes to amplify his statement. They may even
ask what motivated the member to speak. Such leaders try to become aware
of the group\'s problems with listening. Leaders find that, when they
model active listening, other members increase their sensitivity to the
complex problems of communication. They find that members become aware
that good communication is a joint enterprise between both sender and
receiver.

**Disagreement and Polarization**

When disagreement and polarization occur, there is evidence either of
conflict in the group, hesitation to deal with the agenda item, or fear
that certain procedures are being suggested to block off discussion or
give weight to the \"other side.\" Interpersonal problems, fear of a
powerful person, or fear of the consequences of any decision may be
holding the group in an endless argument about plans and procedures that
postpones or kills the main problem. Members may believe that any
decision is irrelevant because someone higher up will nullify it.

Disagreement and polarization require attention to group maintenance,
trying to turn a win-lose situation into a win-win situation in which no
part of the group loses face by giving up. If the internal factors
causing polarization can be solved, the group gains strength and
cohesiveness. Frequently a polarized situation is presumed to be solved
before the group has a chance to re-form as a group. A wise leader will
spend time to insure that all members understand the issue in the same
way and to discuss briefly some procedures to approach the problem. In
this way, the group experiences a consensus, has time to feel a sense of
being a group, and may be less likely to move into a win-lose stance.

Often, after an issue has become polarized, it ultimately is discovered
that two sides are talking about two different issues under the
unexamined assumption that they are dealing with the same issue. A
leader, sensitive to such a situation, may urge the group to examine the
assumptions held by various members.

**Subtle Interpersonal Attacks**

Antagonisms between two persons, carefully camouflaged to escape
detection, may slow the progress of the group and create compromises
that leave no one satisfied. Two clues can be observed. Who consistently
speaks after whom may indicate a hidden conflict. A statement by the
second speaker, such as \"*I agree wholeheartedly. However, I\'d like to
add an additional point*\" could be an example.

If apparently supportive but actually disruptive statements tend to
occur each time Alice or Bob speaks, and before anyone else has had a
chance to say anything, then the leader or members should sense a
conflict. Someone, aware of the hidden conflict, may say for the good of
the group, \"*I may be wrong and I\'d like to know how others feel, but
I\'ve noticed that each time Alice or Bob speaks, the other immediately
follows with a statement that doesn\'t seem to support the first. I
wonder if Alice and Bob have some problem with each other they would be
willing to talk about, with the hope that all of us could help.*\"

There is no guarantee that either Alice or Bob will respond except to
say that everything is all right. Both may be highly defensive, and the
group, when the attacks are so subtle, cannot force the issue into the
open. However, other members are now alerted to a possible cause for
their group problems, and they will be better able to perform the task
even with the submerged conflict.

Groups can also face equally subtle pairings in which two members tend
to support each other, irrespective of the issue. Such pairing makes it
difficult for the group to proceed, particularly if the supported
statement runs contrary to the best thinking of the rest of the group. A
cure to this pairing, if it is repetitive, lies in who talks to whom and
who responds immediately. Eye movements can be watched unless every
statement is addressed to the leader and all eyes are turned in his
direction. If every time Alice speaks, she looks at Carol, and vice
versa, it could mean that each is seeking the support of the other. It
could also mean that a subtle antagonism is present and each looks to
see how the other will respond. The type of response will help to
determine whether the pairing reflects support or attack.

**Discouragement**

Sometimes a group feels discouraged with itself or feels it has no
influence or power. The task may seem too difficult, the consequences
threatening, interpersonal and intra-group problems unworkable. This
discouragement is shown in many different ways. Sometimes it is
expressed verbally. Sometimes a decision is delayed. Sometimes members
slouch or are lackadaisical with discontented or faraway looks on their
faces. Voices reflect feelings. Restlessness is felt in the room.
Conversation drags and what participation there is runs at a low
qualitative level.

If this feeling of discouragement or lack of involvement persists, or
there is low expectation of results, members may arrive late, leave
early, or be absent. There are prolonged delays in getting a meeting
started because general conversation among groups of members is
difficult to stop. Some leaders, facing a discouraged group, may urge
the members to stop work on the agenda item and endeavor to locate the
causes of the discouragement.

**The Hip-Pocket Agenda**

Some members may bring hip-pocket agendas\--purposes they wish to
accomplish. Fully aware that announcing their agenda in the beginning
would court rejection, they listen to the discussion with their ears
attuned only for the appropriate time to disclose their purpose. It
usually appears when a member with a hidden purpose says, \"*You know, I
just thought of something that\...*\" Seemingly off the top of the
person\'s head comes the hip-pocket agenda, with the hope that it will
appear spontaneous. Consider the number of possible hip-pocket agendas
in any group and how much real listening to others has been going on.
Then consider the difficulties in arriving at an adequate solution.

Used by permission

Reproduced from *Making Meetings Work: A Guide for Leaders and Group
Members*, Leland P. Bradford, La Jolla, CA: University Associates, Inc.,
1976.

**ICE BREAKERS**

The use of warm up activities, generally called \"ice-breakers\" at the
start of a training session are invaluable \-- particularly if the
participants are not well acquainted with each other.

Ice-breakers reduce the tension and anxieties that may accompany
participants who suddenly find themselves in unfamiliar surroundings
among unfamiliar people.

A good general rule to follow when using an ice-breaker is for the
instructor to take the lead. This is particularly true if the
ice-breaker calls for a sharing of personal or professional information.
When the instructor takes the lead he or she establishes the level of
personal/professional sharing to be expected from the participants.

Two examples of ice-breakers are included here. If the use of an
ice-breaker is appropriate for your group you should select one of these
two or use another activity of your own choosing.

**ICE-BREAKER #1: True or False**

Purpose: To get participants to open up in a non-threatening way. To
find out new facts about others \-- even if the group is well
acquainted.

1\. Divide participants into small groups with 4 to 5 people in each
group.

> 2\. Individually they write down 4 statements about themselves with 3
> being true and 1 being false.
>
> 3\. Each group member reads his 4 statements to the group and the
> other members write down which statement they think is false and why.
>
> 4\. After each member has shared his 4 statements, go back around the
> group and ask which statement the group thought was false and the
> correct answer for each participant..

1\. How did you decide which statement was false about the other group
members?

> 2\. Do we often pre-judge people on several different factors?
>
> 3\. What are some of the pre-judgements we could make on this
> training?
>
> 4\. How can we deal with these pre-judgements?

Note paper to write statements on.

20 minutes

Source: Robert Pike

ASTD National Convention, 1986

**IC ICE-BREAKER #2: Getting to Know You**

Purpose: To create an experience that tends to deepen empathy by letting
each person know that people remember even the most minute details about
him or her. The activity also reinforces participants ability to listen.

Pr Procedure

1.Divide participants into small groups of 4 to 5 people each. A group
leader should be designated for each small group.

> 2.Beginning with the group leader in each group, each participant
> should take five minutes (strictly timed) to tell the group some
> things that will help the others to know him better.
>
> If someone is unable to use the full five minutes, the remaining time
> is to be used by the group to ask questions that might help them to
> know the person better.
>
> 3\. When each small group is finished, the training leader should
> introduce the reinforcement aspect of the activity.
>
> 1\. The small groups are reformed into a single large group setting.
>
> 2\. The training leader may say, \"Now, we want to show our potential
> for listening to and hearing each other. Starting with myself, I want
> the members of my group to recall as much about me as they can. The
> time limit for this reinforcement activity is 2 minutes per person.
>
> 3\. The process continues until each participant has experienced
> personal feedback in front of the large group.

: None

30 to 60 minutes depending on group size

> Source: Adapted from \"The We Agree Workshop,\" Institute for the
> Development of Educational Activities (IDEA), Inc.

**TRAINING TIPS**

There is a real difference between an effective training session and an
effective talk. Below is a list of tips that the National Training
Center encourages you to focus on for effective training during your
session. The Center is dedicated to effective, specialized training
which meets the needs of employees and BLM.

Effective Training Tips (Adapted from [Speaker vs. Trainer Platform
Skills]{.underline} by Coleman Finkel, *Training and Development
Journal*, November, 1978.

> 1\. The effective trainer probes, provokes, and parries with the
> members of the group so that each person is challenged to think.
>
> 2\. The effective trainer develops participation techniques to engage
> the group individually or in teams to apply information to their own
> jobs.
>
> 3\. The effective trainer writes effectively on chalkboards,
> flipcharts, or to overhead projector transparencies so the group can
> follow program highlights and use them as a springboard for more
> pointed questions and contributions.
>
> 4\. The effective trainer stays alert to audience participation and
> skillfully draws into the discussion all members of the group.
>
> 5\. The effective trainer summarizes discussions frequently so the
> group is continually provided with points of reference so further
> discussions can proceed with continuity and common understanding.
>
> 6\. The effective trainer organized the presentation with focus,
> practicality, and stimulation.
>
> 7\. The effective trainer handles questions at any time without losing
> the continuity of the session.
>
> 8\. A commanding style is desirable to hold the audience's attention.
> Gestures are even more effective.
>
> 9\. When visual aids are used, they are either dramatic or large
> enough to be seen by the attendees spread throughout the room.

**PRINCIPLES OF TEACHING**

Good instruction is an involved process and must be approached only with
adequate preparation and understanding. The application of sound
principles will greatly aid one to become a more proficient instructor.
Some of the more common principles are:

> 1\. [A human being learns through sensations, commonly known as the
> five senses]{.underline}.
>
> Sight - stimulated by light, objects, color, motion, etc.

Hearing - stimulated by sound, speaking, noises, etc.

Touch - stimulated by liquid, solids, head, cold, etc.

Taste - stimulated by sweet, sour, etc.

Smell - stimulated by odor (closely related to taste).

It is a generally recognized fact that we retain about:

10% of what we hear

30% of what we read

50% of what we see

90% of what we do

> 2\. [A person learns most readily when he/she is able to associate new
> ideas with a related experience]{.underline}. An instructor must
> determine beforehand what the learning base of the trainee is, or what
> previous experience the trainee has had as a foundation on which to
> build new ideas.
>
> 3\. [After maturity is reached, learning ability remains practically
> constant]{.underline}. Therefore, you CAN teach an old dog new tricks!
> Learning ability, even after maturity, can sometimes be increased if
> the interest and desire of the trainee is sufficiently stimulated.
>
> 4\. [Learning requires activity on the part of the
> learner]{.underline}. You cannot teach persons if they are not
> receptive and active. Mental as well as physical activity must be
> planned in advance. Discussion, deliberate thinking, problem solving,
> and the opportunity to practice manual skills are only a few of the
> many types of activity which can be programmed in advance.
>
> 5\. [Friendly competition stimulates learning]{.underline}. When
> possible to do so, trainee groups should be given the opportunity to
> compete with each other. This practice stimulates on-the-job
> performance and often aids in developing speed and accuracy in a given
> operation.
>
> 6\. [Challenging problems stimulate learning]{.underline}.
> Opportunities should be created, wherever possible, to provide
> individual and group problem-solving opportunities. There is no better
> way of judging the effectiveness of instruction, nor of assuring
> trainees that they have successfully learned that which was taught,
> than to have them demonstrate to themselves and others that they can
> satisfactorily solve related work problems.
>
> 7\. [Knowledge of the purpose, use, and application of things learned
> makes learning more effective]{.underline}. If a trainee learns
> information, procedures, or skills which he/she does not know when to
> use, the instruction job is only half accomplished. The learner should
> be made aware of how the subject matter may be useful, how and when it
> can be applied, and how it will help perform the job more effectively.
>
> 8\. [Knowledge of standards required makes learning more
> effective]{.underline}. An understanding of standards of quality,
> quantity, and performance are essential if the learning is expected to
> meet such standards in the trained work operation. Such an
> understanding enables the trainee to visualize better how the training
> received will benefit him/her performing the job.
>
> 9\. [Recognition and credit provide strong incentives for
> learning]{.underline}. It is human nature to react favorably to
> individual recognition. The instructor will encourage learners by
> being alert for signs of progress and making a favorable comment when
> such is evident. In the case of the slow learner, the instructor may
> have to look a little deeper for creditable accomplishments, but the
> recognition is doubly important to prevent discouragement.
>
> 10\. [Things should be taught the way they are to be
> used]{.underline}. It is frustrating to the learner if offered
> instruction which is difficult to comprehend. As instructor must
> analyze job needs and be sure that the presentation actually fits the
> work situation.
>
> 11\. [Effective learning is likely to occur when a logical
> relationship exists between things taught]{.underline}. In many
> teaching situations the logical order of presentation of instruction
> is the same as the order in which the job or operation is performed.
> In other cases it may be different. In any event, the instructor
> should maintain some logical relationship between instruction
> previously offered and instruction to follow.
>
> 12\. [People learn more when they are held accountable and made to
> feel responsible for learning]{.underline}. Learners should be given
> the understanding that the content of the training activity will, in
> some definite way, assist them in job performance. They must also
> understand that they will be expected to use the knowledge or skill
> acquired to their best advantage. They will thus feel a responsibility
> for learning and proper application of the instruction.
>
> 13\. [Enthusiasm and attitudes are caught, not taught]{.underline}.

**LAWS OF LEARNING**

Successful instruction makes full use of the principles that govern the
learning process. These principles have been discovered, tested, and
used in practical situations. An instructor should become acquainted
with them and use them at every opportunity.

1\. [The Law of Readiness]{.underline} (Willingness)

A trainee will learn more effectively when he/she is ready and willing
to learn. To insure this, the competent instructor:

a\. introduces subject matter by setting up goals, creating interest,
and showing value of the subject matter.

b\. provides for continuous mental or physical challenge.

c\. realizes that we tend to do those things which we want to do, and we
learn most rapidly the things which give us the most satisfaction.

2\. [The Law of Primacy]{.underline} (Right way first)

Learning the right way first is easier than learning the wrong way and
then attempting to relearn. We learn a new step best when we have
already learned the preceding step. In carrying out this principle, the
instructor should:

a\. prepare and use a lesson plan.

b\. present subject matter in a logical order, step by step.

c\. practice for effective delivery.

d\. know the subject matter thoroughly.

e\. plan instruction so that subject matter is delivered correctly the
first time.

3\. [The Law of Effect]{.underline} (Satisfaction)

Learning accompanied by a pleasant or satisfying feeling is
strengthened. One of the important obligations of the instructor is to
set up the learning situation in such a manner that each trainee will be
able to achieve some degree of success. More specifically, the good
instructor will:

a\. select and present subject matter on the level of the class.

b\. recognize that trainees learn best when they can see evidence of
progress.

c\. recognize and commend improvement..

d\. strive to develop accuracy before speed.

e\. give slow students opportunity to achieve success.

f\. realize that a satisfied learner gets into production on the job in
a shorter time.

4\. [The Law of Intensity]{.underline} (Vividness)

The effectiveness of learning depends upon the vividness of the learning
experience. To insure this the competent instructor will do the
following:

a\. use training aids and other instructional devices.

b\. emphasize important points of instruction with gestures,
showmanship, and voice.

c\. make subject matter meaningful.

d\. make full use of the senses (hearing, sight, touch, taste, smell,
balance, order, rhythm, depth perception, and others).

2\. [The Law of Exercise]{.underline} (Repetition)

Effectiveness of learning depends upon the amount of repetition included
in the learning process. To insure this, the good instructor will
observe the following:

a\. repeat important items of subject matter at reasonable intervals.

b\. provide for application of subject matter as soon after instruction
as is reasonably possible.

c\. use a testing device to secure advantage of repetition.

d\. make learning active - to let one perform the operation is a way to
further internalization.

**Satellite Program**

**Downlink Site Checklist**

**Program Title: Dates:**

**Times:**

**Expected Number of Participants:**

**Site Coordinator:**

**Schedule/Contact Appropriate Staff:**

\_\_\_ Local Facilitator

\_\_\_ Subject Matter Specialists

\_\_\_ Satellite, A/V, Telecommunications Techs

\_\_\_ Provide satellite technician with technical info and hotline
number

\_\_\_ Telephone/Fax Operator

\_\_\_ Security, Public Affairs

**Student Notification and Materials:**

\_\_\_ Post and send announcements

\_\_\_ Receive student materials and program instructions from NTC

\_\_\_ Copy and distribute pre-work

\_\_\_ Copy and assemble student materials

**Meeting Room and Equipment:**

\_\_\_ Schedule meeting room

\_\_\_ Select room arrangement

\_\_\_ Arrange for additional equipment if needed

\_\_\_ Video Projector

\_\_\_ Audio Amplification Equipment

\_\_\_ Television Monitors

\_\_\_ Flipcharts

\_\_\_ Slide projector

\_\_\_ Overhead projector

\_\_\_ VHS player

\_\_\_ Blank VHS tapes

\_\_\_ Tables and chairs

\_\_\_ Computers

\_\_\_ Arrange for phone and fax machine to be placed in room

\_\_\_ Test satellite reception by prefocusing to the program satellite

**The Day Before the Teleconference**

\_\_\_ Arrange meeting room

\_\_\_ Assemble facilitation materials

\_\_\_ Blank flipchart pads

\_\_\_ Markers

\_\_\_ Masking Tape

\_\_\_ Note paper

\_\_\_ Distribute student materials

\_\_\_ Test phone and fax machine

\_\_\_ Charge batteries for cell phone

\_\_\_ Copy and distribute

\_\_\_ Teleconference fax form

\_\_\_ Evaluation form

\_\_\_ Provide trainees with black medium-point felt tip markers

**The Day of the Broadcast**

\_\_\_ Post signs to viewing room

\_\_\_ Test all equipment at least one hour before program

\_\_\_ Adjust television monitors and sound

\_\_\_ Welcome trainees

\_\_\_ Receive test signal 30 minutes before program

**Before the Broadcast begins:**

\_\_\_ Establish how to contact local technical support if a problem
occurs

\_\_\_ Welcome participants and give introductory information

\_\_\_ Circulate sign-in sheet

**During the Broadcast:**

\_\_\_ Distribute handouts or other program materials

\_\_\_ Keep the program on schedule

\_\_\_ Facilitate off-air exercises

\_\_\_ Monitor and facilitate interaction

\_\_\_ Assist with telephone and fax interaction

\_\_\_ Handle any problems that may come up during the program

**After the Broadcast, return to NTC:**

\_\_\_ Tests/Assessments

\_\_\_ Program evaluations

\_\_\_ Participant roster

\_\_\_ Unanswered questions or concerns from participants

**BLM National Training Center**

**Teleconference FAX Form**

From:

Phone number:

FAX number:

Questions Directed To:

Write Question or Comment Here:

**Satellite Program**

**Downlink Site Evaluation Form**

Program Title:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Date:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Facilitator:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Your comments will be used by the program coordinators at the local site
to improve future sessions.

Please circle your response:

> 1\. Yes No I was notified in a timely manner about this program.
>
> 2\. Yes No The room setup was appropriate for the program.
>
> 3\. Yes No The telephone and fax equipment were working and easily
> accessible by participants.
>
> 4\. Yes No The facilitator enhanced my experience by assisting with
> faxes and phone calls.
>
> 5\. Yes No I was given a copy of all the program materials for my use
> during the program.
>
> 6\. Yes No The facilitator effectively worked with the group during
> off-air activities, and enhanced the learning experience by getting
> all group members involved in activities.
>
> 7\. Yes No The TV screens were large enough and placed appropriately
> in the room to be visible by all participants.

If you answered No to any of the above questions, please provide
clarification and/or suggestions:

> 8\. What can the local site do to make future programs more
> successful?

**NATIONAL TRAINING CENTER**

**Satellite Course Roster**

**To be completed by the facilitator:** Page \_\_\_ of \_\_\_\_

Submitted by (facilitator):

Phone Number:

Groupwise Address:

Downlink Location:

Course Name and Number:

The people listed below completed this course by attending all sessions
and completing course exercises:

Last Name First Name Job Title Office / Code Groupwise Supervisor

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