The Ultimate Trainer

Essentials to Effective Training Delivery

Fatima Beach

AST Corporation

AgendaAgenda

Roles & Responsibilities Adult Learning Style and Skill Preparation Presentation Evaluation

Who Am I?Who Am I?

Trainer’s Roles & Responsibilities

Roles & ResponsibilitiesRoles & Responsibilities

Coordinator Facilitator Presenter Designer/Developer

Who Am I Training?Who Am I Training?

Adult Learners

“I am always ready to learn, but I do not always like being taught.”

Sir Winston Churchill

The Adult LearnerThe Adult Learner

Andragogy (Knowles 1973) Adults tend to prefer self-direction Adults’ experiences are rich resource for learning Adults are aware of specific learning needs generated

by real-life events Marriage, divorce, parenting, taking a new job, etc.

Adults are competency-based learners Want to learn a skill or acquire knowledge that they can apply

pragmatically to their immediate circumstances

Pike’s Laws Pike’s Laws

Pike’s Laws of Adult Learning (Pike 1989) Law 1: Adults are babies with big bodies Law 2: People do not argue their own data Law 3: Learning is directly proportional to the amount

of fun you are having Law 4: Learning has not taken place until behavior has

changed

Child & Adult LearningChild & Adult LearningCHILDREN ADULTS

Rely on others to decide what is important to be learned.

Decide for themselves what is important to be learned.

Accept the information being presented at face value.

Need to validate the information based on their beliefs and values.

Expect what they are learning to be useful in their long-term future.

Expect what they are learning to be immediately useful.

Have little or no experience upon which to draw, are relatively “blank slates”.

Have substantial experience upon which to draw. May have fixed viewpoints.

Little ability to serve as a knowledgeable resource to teach or fellow classmates

Significant ability to serve as a knowledgeable resource to the trainer and fellow learners.

5 Basic Principles5 Basic Principles

Instruction based 5 major principles to adult learning Leadership Experience Appeal Respect Novel Styles

LeadershipLeadership

Adult learner enters the training environment with a deep need to be self-directing and to take a leadership role in his or her learning. Trainers guide the learners in determining the relevance

of the learning for their own lives and work. Learners are encouraged to use their own leadership,

judgment, and decision-making capabilities.

ExperienceExperience

Experience is the accumulated knowledge an individual arrives with at the session as well as an individual’s active participation in events or activities during the session

AppealAppeal Power of attracting or arousing interest.

What’s in it for me? Why do I need this information? How will I benefit from it? How can I make use of it in a practical, real way? How will it help me be a better person or professional?

Trainer needs to develop an appeal, a “need to know” in the learners to make a case for the value in their life performance of learning what is offered.

Respect Respect Trainers must show deferential regard for the learner by

acknowledging an adult learner’s experience and create a climate in the learning setting that conveys respect. Show respect for learner’s individuality and experience Be sensitive to the language you use so that learners are not

inadvertently offended Be open to different perspectives Adopt a caring attitude and show it Treat learners as individuals rather than as a group of people who are

alike Support all learner comments by acknowledging the “rightness” that

is in each comment and each person Take the learning process seriously

Novel Styles Novel Styles

Defined as different, unique learning styles and preferences

Adult learners respond better when new material is presented through a variety of instructional methods, appealing to their different learning preferences

Learning StylesLearning Styles

Visual Learners Auditory Learners Kinesthetic Learners

Theories of IntelligenceTheories of Intelligence

Verbal and linguistics Logical and mathematical Musical Kinesthetic Visual and spatial Interpersonal Intrapersonal

Learning EnvironmentLearning Environment

Trainers should deliver instruction in a stimulating, rich and diverse environment through a variety of instructional methods to appeal to adult participants’ learning styles and preferences.

How Do I Deliver Training?How Do I Deliver Training?

Training Styles and Skills

“People prefer to follow those who help them, not those who intimidate them.”

C. Gene Wilkes

Style StereotypesStyle Stereotypes

The Scholarly Professor The Clown The Techno Trainer The Cheerleader The Drill Instructor

Communication StyleCommunication Style

Intuitor Thinker Feeler Sensor

Critical to Successful TrainingCritical to Successful Training Setting the agenda and keeping track of time Maintaining training objectives Protecting the rights of all participants Listening Summarizing the material Reviewing Focusing the attention of the group Handling challenges to your authority Involving silent members Providing modus operandi (be decisive, never apologize, avoid

confrontation, move in and solve problems as soon as they become apparent)

How to Avoid Some Training PitfallsHow to Avoid Some Training Pitfalls Change your shoes Get your act together Loosen up Un-complicate it Put it on ice Vary your pitch Let John do it Play it again, Sam Accentuate the positive Get a receipt

Training Style and Skill VariablesTraining Style and Skill Variables Presage variables – characteristics that an

instructor brings to the teaching situation. Knowledge of subject matter Good speaking ability Enthusiasm, positive attitude Well prepared, good organization Depth of understanding Poise, confidence

Training Style and Skill VariablesTraining Style and Skill Variables Process variables – Behaviors that are evident and

easily observed in the actual presentation of a lesson. Keeps control of the class Gives feedback and positive reinforcement Is fair and impartial Communicates at the students’ level Involves students in the lesson Shows interest in each learner Is an attentive and responsive listener Has clear objectives

Communication Skills & StylesCommunication Skills & Styles

Nobody is born a great communicator Communication style is unique Communication equates to connection with the

topic, the audience Development of good communication skills takes

time All presenters have strengths and weaknesses

Communication StrengthsCommunication Strengths Respect for audience Orientation to physical space Humility Rhythm Engaging the audience “Eyes wide open” “Mixing it up” Connecting to the cutting edge Being prepared to punt

Communication Weaknesses Communication Weaknesses

Inflexibility “All about me” Knowledge without experience Lack of preparation Lack of rest Podium clutching Inappropriate emulation

Components to Effective Components to Effective CommunicationCommunication Appearance Speaking

Voice Volume Articulation Pronunciation Rate Pitch

Components to Effective Components to Effective CommunicationCommunication Listening Validating Body language

Eye contact Physical gestures Facial expressions Nonverbal/verbal actions that can be detrimental:

Voice: quiver, monotone, stammer, awkward pauses Mouth: swallowing, clearing the throat, “um”, sighing Face: twitching, “deadpan expression”, rolling eyes, staring Arms: rigid, tense, waving, fidgeting Body: swaying, pacing, grabbing the podium, flailing the arms,

tossing hair, scratching any body part

“Keep away from people who try to belittle your ambitions. Small people always do that, but the really great

ones make you feel that you too, can become great.”

Mark Twain

Teacher or Trainer?Teacher or Trainer?

Understanding the Differences

Underlying PhilosophyUnderlying Philosophy Teaching

Knowledge is passed from the teacher to the learner Organizations are improved through technical advances Teacher-oriented

Training Knowledge is discovered through mutual investigation

of problems and issues Organizations are improved through developing

resources and self-directing capabilities of learners Learner-oriented

Assessment of Needs for and Assessment of Needs for and Results of EducationResults of Education

Teaching Looks only at observable, measurable behavior.

Training Looks at attitude as well as behavior.

Learning ObjectivesLearning Objectives

Teaching Usually insist on measurable and precise behavioral

objectives Emphasize acquiring information

Training Tailor degree of precision in objectives to the task or

skill being learned Emphasize interpersonal and self-directing

competencies

ContentContent

Teaching Often used for technical knowledge and skills,

psychomotor skills; languages; mathematics; and science

Training Appropriate for interpersonal and technical skills

requiring some degree of analysis and judgment; managerial skills; the arts and humanities

Learning MethodsLearning Methods

Teaching Tend to be subject-oriented in structuring the content

and mechanical in devising instructional methods Used programmed learning, lecture and audio/visual

Training Tend to orient the structure of the content to the learner,

the problem, and the situation Use discovery learning methods

Practice, Practice, Practice…Practice, Practice, Practice…

Advanced Preparation

“Practice is the best of all instructors”

Syrus

Critical Preparation ChecklistCritical Preparation Checklist

Audience Lesson Plan/Presentation Training Exercise Training aids Training facility contact Travel and training logistics Rest the night before training

Know your audienceKnow your audience Type of audience

How many participants will there be? What degree of diversity is there among the

participants? Knowledge base of audience

Does the audience have any knowledge about the subjects for which they will receive training?

Is there a learning curve? Expectations of audience and sponsors

Lesson Plan/PresentationLesson Plan/Presentation

Lesson plans should be structured within specific time frames

Go through your lesson plan and practice Practice the lesson plan for the following day There is no such thing as “too much information”

in preparation

Training ExercisesTraining Exercises

Practice the training exercises Try to place “real life” experience with the

explanation and demonstration of exercises

Training AidsTraining Aids

Workbooks Dry eraser markers and erasers News articles Participation handouts Games and exercises Prizes

Confirmation checklistConfirmation checklist

Get in touch with training coordinator Flight, hotel, car, etc. Training location

Get some rest!Get some rest!

Lights, Camera, Action!Lights, Camera, Action!

Training Day is Here

On-Site PreparationOn-Site Preparation Use of visuals

Expectations Resource sheets Parking lot

Training materials Sign in sheet Training workbooks Name tents

Refreshments Prize box Interpersonal interactions

Anatomy of a PresentationAnatomy of a Presentation Introduction of presenter Introduction of participants Overview of topic/lesson plan Expectations Icebreakers The “Hook” Main ideas or concepts Participant activities Action planning Closing Evaluation Follow-up

Introduce yourselfIntroduce yourself

Presenters should have three types of vita that summarize their accomplishments Three to four sentence overview of professional

accomplishments, written in a manner that is conducive to introductions

One-page summary of accomplishments that are specific to the training topic

Traditional, complete vitae that highlights the presenter’s professional history

Introduction of participantsIntroduction of participants

Icebreaker activity First name Professional affiliation Role Reason for attendance Experience in using Oracle 3 things you hope to take away from the class

Can give you a quick assessment on audience makeup and expectations

Overview of topic/lesson planOverview of topic/lesson plan

Offer brief summary of his/her learning goals and objectives

Show the outline for today’s activities that are written on the whiteboard

Give overview of what will be expected in the following days

Explanation of materials used for training

ExpectationsExpectations

IcebreakersIcebreakers

The “Hook”The “Hook”

Main Ideas or ConceptsMain Ideas or Concepts

Participant activitiesParticipant activities

Action planningAction planning

ClosingClosing

EvaluationEvaluation

Follow UpFollow Up

Problem ParticipantsProblem Participants

Dominators Hostages Arguers Distracters Class clowns

The DominatorThe DominatorPossible Behaviors Possible Responses

Raises his/her hand in response to every presenter question.

Interrupts other participants.

Knows everything about everything, and wants to make sure everyone in the room knows it.

“I’ll get back to you once others have had a chance to respond.”

“Let’s give everyone a chance to finish sharing his or her ideas.”

At break:“I want to make sure everyone has a chance to be involved, so you can help me by writing down your thoughts giving them to me so I can make sure your issues – as well as others – are addressed.” 

The HostageThe HostagePossible Behaviors Possible Responses

Identifies unwillingness to be present during the introduction/icebreaker.

Sits with arms crossed, and fails to participate in any individual or group exercise.

“For those of you that were required to attend this program, I hope by the end of the session you will feel glad to have attended.”

At break - “What topics can I address that might be useful to you in your work?”

Ignore participant

The ArguerThe ArguerPossible Behaviors Possible Responses

Questions every fact and statistic presented.

Argues with other participants’ about their input and/or responses.

Mutters to self (or out loud) about how “stupid” or “ridiculous” the training program and/or instructor are.

Know your facts, and be prepared to back them up with citations and references.

Clarify to the group that “there are clearly different opinions on this subject” and variety is what makes our field interesting.

At break – “I’m sorry you think this training may be a waste of your time. Is there anything I can do to make it more worthwhile?” and/orNotify your client/training coordinator of disruption.

The DistracterThe DistracterPossible Behaviors Possible Responses

Continually talks to other participants while the instructor – or others – are talking.

Files fingernails or picks at cuticles while yawning and stretching.

Has rude or inappropriate responses to the instructor or other participants.

“Oh, you look like you have an idea. Is there anything you’d like to share with the group?”

“Boy, can I relate to your yawns…I only got five hours of sleep last night! Any ideas on how I can rev this training program to keep us both interested?”

“That is not appropriate for us to discuss at this time. Why don’t you see me at break.”

The Class ClownThe Class ClownPossible Behaviors Possible Responses

Makes a joke about everything.

Is a “smart aleck” in every interaction with the instructor and/or other participants.

At break – “You’re a riot! Can you help me facilitate the next game/learning exercise and infuse some fun into it?

Ignore the participant.

Contact training coordinator if the participant is affecting the class.

Strong Training Delivery ConceptsStrong Training Delivery Concepts Engage participants from the moment they enter the

training venue to the time they depart Interact with participants to avoid a one-way transfer of

knowledge and to assess the level at which they are grasping the concepts that are being presented

Educate participants with current and cutting-edge information and exercises

Involve students in the learning process through experiential activities and exercises

Organize the presentation so that the flow of information and the tone of the presentation are consistent