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Whether you facilitate training sessions or select them from others, these nine tips should help you present sessions that work.
The content, from sessions that apply these ideas, is absorbed by delegates and actually used to improve performance back on the job.
| 1. |
The trainer makes a difference |
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The ability to train others is one of the most important indicators of training retention.
Alternatively, participants react more favourably to trainers who have experience in their industry.
They appreciate facilitators who have experienced and addressed the issues and situations highlighted in the training.
The more closely the instructor can link the training to the delegates real life experience, the better for application of the information later on the job.
Remember, retention is best when the learner is involved.
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| 2. |
Present training as part of a consistent message from the company |
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Classes must build on each other and reinforce the content learned in earlier sessions.
Too many organisations approach training as a menu of available classes and sessions.
When there is no interconnection between sessions and the information provided in the sessions, companies miss a great opportunity to reinforce basic shared skills, approaches and values.
Training must reference earlier sessions, draw parallels and reinforce content. |
| 3. |
Provide training in "chunks" scheduled over a period of time |
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Generally, people learn more in training sessions that provide small amounts of content, based on a couple of well-defined objectives.
Participants attend these sessions, perhaps a couple of hours per week, until the subject is learned.
This allows for practice of the concepts in between sessions.
This also afford people the opportunity to discuss their successes and difficulties in applying the training in their actual work session. |
| 4. |
Train skills and information immediately applicable on the job |
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“Use it or lose it,” is a common refrain about training. This is a true statement.
Even with strategic skills such as listening, providing performance feedback, and teambuilding, set up situations in which practice is immediate and frequent, to help participants retain the training.
In application-oriented training such as software training, don’t bother with the training unless participants have the software.
In fact training is often more effective if they experiment with the program first, before attending the session. |
| 5. |
Make use of session pre-work during actual training session |
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Asking people if they “read the article” or “thought about” the concept is not enough!
The best pre-training exercise that we have used…is to send out a list of focus questions.
The only instructions provided were, “Answer the questions as completely as possible and keep the answers private.”
When the participants arrive at the workshop, have them meet in a central location with a flipchart.
On the flipchart write a message saying, "Feel free to discuss your questions and answers."
After 20 minutes the trainer should enter and ask the group what they were discussing.
Then you carry on from that point. We found out that if students were given a topic of discussion, presented from several viewpoints, and then allowed to "pre-discuss" the topic, the topic was better understood and better retained. |
| 6. |
During the training session honour a variety of learning styles |
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Recognise that a range of activities and information applications will appeal to participants’ varied learning styles.
Use real life examples, analogies, case studies, small group discussion, presentation, and experiential exercises.
Provide visual support materials such as films and transparencies for people who learn visually.
Activities will appeal to your hands-on crowd. Ask participants to provide examples of the concept you are training from their experience.
By keeping the training varied, exciting and stimulating, you help people retain the content.
By appealing to the variety of learning styles in your group, you enhance participant learning.
Examples and application exercises ensure people can connect new material to their current practice and what they already believe.
This, in turn, ensures transfer and application on the job. |
| 7. |
Increase trainee investment by engaging them in activity |
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Provide easy ways for participants to take notes; periodically ask participants to jot down application ideas.
Ask them to share these ideas in a small group. Ask people to underline the most important concept on a page; circle the ideas that most apply to their circumstances.
Request that participants identify how their supervisor can help them apply the training.
Make action planning an ongoing activity during the session, instead of a too often time-crunched activity at the end of the session. |
| 8. |
Provide reference materials for review after the session |
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Include participant input into the materials, making participants more likely to use the documents. |
| 9. |
Discuss how to address real life scenarios |
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Too often, training professionals don't prepare participants for the real world in which they will attempt to use what they learned in class.
Trainers should work on performance barriers in the domain they can control, their classrooms.
They can share data from the needs assessment on unearthing barriers and offer ways to overcome them.
Trainers can also discuss with participants their managers' or co-workers' possible objections.
The participants can practice their responses.
They can share suggestions from participants who were able to transfer what they learned in training and who came up with successful approaches to get more computer resources, supervisory support, and so forth. |
Written by Leanne Best, 2007
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