Page 91 - The Creative Training Idea Book Inspired Tips and Techniques for Engaging and Effective Learning

lucas chap 03 11/20/02 11:46 AM Page 80
80 The Creative Training Idea Book
t is a mistake to think that your participants know how to learn effectively and un-
derstand the learning process. Many trainers nonetheless make this assumption
Ievery day. The result is that participants likely arrive for a training session with no
clear understanding of what their role is or what you will provide. To help eliminate
stress, confusion, and potentially a learning failure, you would be wise to consider ways
to prepare participants for their learning experience.
I have found that when I put more effort into planning and preparation, there has
been greater success and satisfaction for my learners and me. The most important factor
to remember is your learners. Everything you do in training should be learner centered
and focused on ensuring that a transfer of knowledge has occurred so that participants
can use what they received in real-world situations. In this chapter, you will explore some
of the techniques and strategies that have worked for me in training various types of
learners over the past three decades. Many are adapted or adopted from other trainers
who may be smarter and more talented than I, but the important thing is that they work.

TRAINING ROLES

An important first step in creating a situation in which learning will be successful is to
determine the roles that you and your participants will assume. This requires a bit of
forethought on your part and a flexible attitude, as you are partnering with your learners.
Often, they will arrive for training with past experiences or preconceived ideas that re-
quire you to modify your planned agenda.
One technique that I use for programs that last a day or more is to place a copy of a
Training Agreement or contract (see Tools for Trainers section in the Appendices) at each
learner’s location prior to his or her arrival. As part of my introductory remarks, I focus
on the agreement and ask for learners’ input and comments and elicit any additions.
Any further roles identified are listed and posted on flip chart paper as a reminder. By
raising the issue of roles and expectations early in the session, you can help focus the
learners’ attention and potentially better encourage participation throughout the day.

BRIGHT I DEA
Identifying Expectations
n addition to using a training agreement, you can use an icebreaker activity in
Iwhich participants are given a 3 × 5 index card and asked to write down one
expectation that they have of the session (e.g., content, delivery style, format,
schedule or whatever they are interested in). Have them then form small groups,
select a leader and scribe, list each expectation on a piece of flip chart paper, and
then discuss how they can individually play a role in ensuring that each expectation
is met. After 10–15 minutes, have the group leader present his or her group’s list
to other groups and share ideas on how they will assist the session’s success.