Running Head: BODY LANGUAGE INSTITUTE PROGRAM EVALUATION
The Body Language Institute: “Train the Trainer” Program Evaluation
Jerusalem Merkebu
EDRS 631
September 10, 2012
Professor Lori Bland
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Abstract
The Body Language Institute (BLI) offers nonverbal communications training to executives
across various industries. Train the Trainer” is 6-day intensive certificate program exclusively
designed as an advanced course for those demonstrating mastery in detecting deception and
nonverbal communication so that they can proceed to become instructors. For the purpose of
conducting a credible evaluation, the paper addresses the challenges the program faces both at
the micro and macro levels. Additionally, a wide range of insightful questions are specifically
designed to investigate the success of the program in achieving its goals and to illicit feasible
interventions for bridging inherent gaps to enhance its quality.
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The Body Language Institute: “Train the Trainer” Program Evaluation
The Body Language Institute (BLI) offers nonverbal communications training to
executives across various industries. For the purpose of conducting a program evaluation the
“Train the Trainer”, a program that aims to certify students that will proceed to train others in
detecting lies, at the institute will be thoroughly assessed. After a brief description of the
program and its constituents, this paper proceeds with providing questions that investigate the
effectiveness of this program. Since evaluating the program entails addressing the challenges the
program faces, the questions are specifically designed to investigate the success of the program
in achieving its goals and assessing feasible interventions for bridging inherent gaps to enhance
the programs quality.
Description of the Program
Janine Driver is the founder, president, and lead instructor for the Body Language
Institute (BLI). As a retired industry operations investigator with the Bureau of Alcohol,
Tobacco, Firearms, and Explosives (ATF), where she held top-secret clearance for all of her 16years with the Bureau, including her time on assignment with the FBI, she transitioned into the
role of a key note speaker and media personality. In this new role, she conducted training across
various industries from the Central Intelligence Agency to numerous Fortune 500 companies
such as Coca Cola, Disney, Proctor and Gamble etc... The Body Language Institute was birthed
in 2007 out of Janine Drivers’ desire to transfer the knowledge, abilities, and skills she had
amassed to help executives, sales personnel, and future leaders build executive presence, develop
their sales skills, and create and deliver winning business presentations. It was essentially
conceptualized to create a space, being the only one of its kind, where all can come to learn
about nonverbal communication in greater depth. The institutions mission is “to boost the
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confidence, credibility, and careers” of individuals in both professional and interpersonal
settings, by exposing them to a wealth of knowledge about nonverbal communication in an
interactive classroom environment.
Taking it a step further the “Train the Trainer” program was exclusively designed as an
advanced course for those demonstrating mastery in detecting deception and nonverbal
communication skills. This 6-day intensive certificate program is expected to equip professionals
with the appropriate tools necessary to achieve the high level of proficiency required to train
others in reading nonverbal cues. Hence, students will be able to calibrate and norm others,
detect deviations which serve as indicators of deception, and ask purposeful questions to obtain
truth. Additionally, they’ll be equipped to effectively instruct three versions of this course across
various domains. Train the Trainer’s major learning objectives include helping individuals teach
how to decipher fact from fiction and gain new insight into body language by breaking
mindreading myths. Instructional methods include decoding videos, statement and picture
analysis, reviewing case studies of notorious convicted con artists, and class discussions.
Furthermore, through experiential learning individuals will interact with subject matter experts in
voice analysis and training, proxemics (the study of social spaces), etiquette, graphology (the
study of handwriting), facial expressions, and decoding deception. Accordingly, students are said
to master the ability to detect deceptive signs, illicit purposeful information through interviewing
techniques, effectively communicate and read masked information conveyed by others. This
holistic approach is deemed to create instructors that will exude confidence and deliver powerful
sessions as they receive a video tape of their journey and a one-on-one evaluation/coaching with
subject matter experts.
Description of Documents
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A large portion of the documents for the program and the institute overall are derived
from the two books written by the president: Driver, J. (2012). You can’t lie to me. New york,
New York: Harper One; Driver, J. (2010). You say more than you think. New york, New
York: Crown Publishing Group. Upon registering for Train the Trainer program, in addition to
the books, students receive a comprehensive facilitators program manual and resource kit which
includes: reproducible customized handouts and marketing materials i.e. copies of Janine's blogs
for the Dr. Oz Show and Psychology Today, body language, statement analysis, and handwriting
analysis; case studies and practical video exercises which they are encouraged to utilize when
teaching futures sessions. Upon successful completion of this course, which incorporates
passing a written examination developed by the president, students become “certified trainers” of
the Train the Trainer program. The CEO has expressed a major challenge has been to improve
the retention of information; about 50% of the students could not recall basic concepts and mixed
up constructs. Due to the fact that the organization is relationally established, a set standard has
not been developed or established to govern both teacher and content quality. All of the materials
are developed by the individuals independently. Perhaps as Harrison (2001) expresses the
absence of collaboration in the curriculum design process i.e. lack of curriculum committee
could be contributing to this deficiency. At the end of their journey in the program a short
questionnaire is provided to students to gauge their satisfaction level. How the information is
utilized will have to be evaluated. This 60 hour session may consist of 10-20 students and costs
$5,995.00 per student.
Program Constituents and Stakeholders
As the founder and president of the Body Language Institute Janine Driver and the
students who are certified to train others are key stakeholders. Additionally, the 8 instructors who
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are not employees of the institute but, are called upon to teach sessions are also constituents.
They come from a wide variety of domains and are deemed subject matter experts in their
respective fields. For example, Michele Pollard Patrick who is a certified Protocol Officer and
business etiquette consultant/image coach since 1989; Frank Marsh is a former Marine Corps
Intelligence Officer and is a certified handwriting analyst who has been called upon by law
enforcement as an expert witness; Chris Ulrich has a political background and as business
professional trainer uses a mixture of improvisation, movement, and meditation to slow down
and create a sense of awareness etc…However, a formal selection criterion for instructors and
students is currently not place. There have been several documented student complaints about
their lack of satisfaction with the program. How can the institute enhance the quality of program
delivery? What variables are potentially contributing to student dissatisfaction? Swanson (2001)
elaborates “An ethical problem arises when unjustified claims are made in an attempt to market
ideas before they are fully developed and assessed” (p. 69). Delving deeper one might ask given
the 6-day timeframe is it feasible to meet the programs goals of creating “a human lie detector?”
Can the organization justify the claims being advertised? Or does the lack of formal program
operating procedures contribute to this challenge? Since, the institute is a private one and all
decision-making is controlled by the president the organization operates under a centralized
approach. The role of leadership in shaping organizational culture is immense. Accordingly, in
Images of Organization Morgan (2006) articulates, “A focus on the links between leadership
style and corporate culture often provides key insights into why organizations work the way they
do” (p. 131). Perhaps, the organization may benefit from a more decentralized approach. Asking
reflective questions to assess if desired outcomes are being achieved will benefit the institution.
For example, is it possible to have all instructors collaborating to achieve cohesion considering
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the disparate nature of the content presented in the program? Can the institute seek consist
feedback to ensure the material is being delivered in a manner that’s cogent for learners? How
can the institute best incorporate the program evaluation feedback from students?
The major concern for the president, who also serves as a lead instructor, is that 50% of
the students are not retaining accurate information and tend to mix up even basic concepts.
Accordingly, Harrison et al (2001) in the article Basic principles of curriculum design assert, an
effective program must possess a rational foundation and engage in a robust process for
developing content and performance standards. In addition, the authors elucidate how merely
adopting a good program that may not be consistent with student needs is an erroneous act
(Harrison et al, 2001). Perhaps with an organization only four years old, it may be beneficial to
conduct an assessment of the program process. Inquiring into factors such as:

How can the process of delivery be more holistic?

Does the current practicum meet the needs of different learning styles?
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Is it possible to revisit the content offered in this course and provide rationale for each
topic?
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How can the content be facilitated to help students make connections in manner that is
meaningful and carries relevance in their realities?

Is it feasible to create a more authentic type of assessment?
Perhaps, such questions can guide in conducting more inclusive and insightful evaluations,
by helping stakeholders re-conceptualize the purpose of the program and accordingly
aligning the desired outcomes of the content.
Reflective Questions
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In order to conduct a credible evaluation both macro level and micro level information
must be taken into consideration. Is “Train the Trainer” and the Body Language Institute
meeting its goals and objectives? If it’s not at the desired level what factors are impeding its
achievement? Does the institution have the infrastructure to bridge the gap in instruction between
students from various walks of life i.e. from medical professionals, to senior executes, to college
students becoming certified? Are the needs of each being addressed effectively? If not, what
could be done to settle this discrepancy? Is the program having the desired impact on the trainers
to be? How can that impact be assessed? Are there additional program needs that are not
currently being addressed? Are the students on average satisfied with the institute and its
services? Is the program being operated effectively and efficiently, or are changes needed? Are
there measureable outcomes? When conducting a cost benefit analysis one might ask is the cost
reasonable for becoming a certified Body Language Institute trainer? In the grand scheme of
things, because the institution is a unique one and is not accredited can it be monitored to ensure
that education provided meets an acceptable level of quality? How can the program be developed
to have a competitive advantage while maintain its’ fidelity?
Conclusion
The Body Language Institute is a very small organization and has the luxury of deviating
from complex issues large organizations typically encounter. Therefore, by considering such
questions, at the macro and micro levels, the stakeholders can begin to accurately diagnose the
efficiency of the “Train the Trainer” program in both how it’s conceptualized and implemented
by collaboratively reviewing the curricula, retaining the best materials, weighing alternative
solutions, and researching what is needed to make sound curriculum decisions (Harrison, 2001).
Furthermore, it will serve as a platform for the organization to explore various formal processes
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i.e. policies, guidelines, or procedures that maybe beneficial for systematically guiding program
improvement.
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References
Harrison, J. M., Blakemore, C. L., & Buck, M. M. (2001). Basic principles of curriculum design.
In Harrison et al., Instructional strategies for secondary school physical education (5th
ed.) (pp. 131-148). Boston: McGraw-Hill
Swanson, R.A.& Holton E. F. (2001). Foundations of Human Resource Development. BerrettKoehler Publishers berkely, CA