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© ATD Training Certificate Program Training Certificate Program Pre-Work Assignment Welcome to the ATD Training Certificate Program! This document will help you prepare for the upcoming workshop. Please review each component and plan to bring the requested materials with you. We look forward to seeing you soon. Components in the Packet PDF Page Number Your Assignment Training Certificate Program Self-Assessment Page 2 Read and complete this self- assessment prior to the workshop. Bring your completed self-assessment to the workshop. “Do’s and Don’ts for the New Trainer” ASTD Infoline Pages 3-17 Read this prior to the workshop.

Training Dos & Don'ts

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Page 1: Training Dos & Don'ts

© ATD Training Certificate Program

Training Certificate Program

Pre-Work Assignment Welcome to the ATD Training Certificate Program! This document will help you prepare for the upcoming workshop. Please review each component and plan to bring the requested materials with you. We look forward to seeing you soon.

Components in the Packet

PDF Page Number

Your Assignment

Training Certificate Program Self-Assessment

Page 2

Read and complete this self- assessment prior to the workshop. Bring your completed self-assessment to the workshop.

“Do’s and Don’ts for the New Trainer” ASTD Infoline

Pages 3-17

Read this prior to the workshop.

Page 2: Training Dos & Don'ts

© ATD Training Certificate Program

ATD – Training Certificate Program Self-Assessment

Here’s an opportunity to rate your training ability. You will not share your score with anyone, so be completely honest with yourself, using this scale: 1-No experience; 2-On your way; 3-Getting closer; 4-Expert-in-the-Making; 5- Outstanding in your field Intended Outcomes ___ Use a cycle or process that helps organize your training design and delivery. ___ Explain the fundamentals of conducting a needs assessment and analysis. ___ Establish effective learning objectives. ___ Assess performance before and after training to measure effectiveness. Pre-Training ___ Identify how to apply adult learning principles to a training session. ___ Select appropriate learning methods, including technology options. ___ Match learning methods to learners’ needs. ___ Design participant-oriented learning activities. ___ Develop participant-oriented materials and visuals. ___ Identify the characteristics of effective visuals. ___ Customize off-the-shelf training materials. ___ Demonstrate techniques to manage nervousness. ___ Understand my training style and its impact. ___ Prepare before training sessions. Training ___ Establish a positive learning environment. ___ Differentiate various training roles. ___ Use effective presentation skills. ___ Understand the advantages and disadvantages of lecturettes. ___ Use visuals appropriately. ___ Facilitate group exercises. ___ Encourage participation, and actively engage participants. ___ Use a variety of facilitation techniques. ___ Resolve unexpected classroom situations. ___ Manage difficult participants. ___ Ask and answer questions to enhance learning. Post-Training ___ Use standardized levels of evaluation. ___ Analyze evaluation results. ___ Establish a personal development plan for continuous learning.

Total

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iiNFOLINE

Do’s and Don’ts for theNew Trainer

• Learn the Foundation of aSolid Training Effort

• Identify Common CurriculumMistakes

• Evaluate Your Training Strengthsand Weaknesses

Issue 9608

The How-To Reference Tool for Training & Performance Professionals

TRAINING BASICS

Publ

ishe

d by

AST

D

Mary O’Neill

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Copyright © 1996, 2003 American Society for Training & Development. All rights reserved. No part of this work covered by the copyright hereon may be reproduced or used in any form or by any means—graphic,

electronic, or mechanical, including photocopying, recording, taping, or information storage and retrieval systems—without the express written permission of the publisher. Material appearing on page 12 is not

covered by the copyright and may be reproduced and used at will.

Info-line is a series of “how-to” reference tools; each issue is a concisely written,practical guidebook that provides in-depth coverage of a single topic vital to trainingand HRD job performance. Info-line is available by subscription and single copy purchase.

Printed in the United States of America.

Come visit Info-line on the ASTD Web site: www.astd.org

Revised 1998

EditorCat Sharpe

Associate EditorSabrina E. Hicks

DesignerSteven M. Blackwood

Copy EditorKay Larson

Reprinted 1999, 2003

Do’s and Don’ts for the New Trainer ......................................... 1

The Do’s.................................................................................................... 1

The Don’ts ................................................................................................ 5

References & Resources ............................................................... 11

Job AidEvaluate Your Training Practices ........................................................... 12

Training Basics

Do’s and Don’ts for the New Trainer

A U T H O R

Mary O’Neill

Issue 9608

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Congratulations! You’re a new trainer. You maybe thrilled about the opportunity to finally putyour best talents to work. Or maybe you areapprehensive about the challenges of anunplanned evolution from practitioner to trainer.Whatever route you took to arrive, your entryinto the training and development profession is amomentous event.

This issue of Info-line gives it to you straight withrecommendations that are the foundation of anysolid training effort, and they will stand you ingood stead throughout your career. Some train-ing and development veterans may get caughtpeeking at this timeless advice, since even thebest of us need refreshers on the basics. Besides,the seasoned practitioners know that you cannever read enough about the standards that oth-ers are using. These do’s and don’ts will get youup to speed—or reanimate your tried-and-truedelivery—in no time.

The Do’s

The list of what new trainers should remember todo is often daunting, but have no fear—the fol-lowing 14 “Do’s” will make your life as a newtrainer much easier. For additional informationon each of the “Do’s” or more in-depth discus-sion on different training topics, refer to the spe-cific Info-lines listed in the references.

1. Prepare, Prepare, PrepareThis first point is the cardinal rule of a goodtraining effort. Everything about the training pro-gram should be planned in advance. From theopening remarks to the evaluation, the trainingpractitioner must forecast how each componentof the curriculum will fit together. The trainingmaterials, agenda, exercises, comments, and allother ingredients should be rehearsed, checked,and re-checked before the session begins. Also,the trainer should have a contingency plan. Forexample, if the time allotments for the differentmodules of the session turn out to be inaccurate,the trainer should be able to make adjustments tothe lesson material or activities.

Naturally, your readiness demonstrates that thelearners’ needs deserve paramount considerationand that their time is valuable. But solid prepara-tion also has ramifications beyond the duration ofthe program and the impression on learners. For

example, needs assessment is key in instructionaldesign; and that groundwork can help secure theconfidence and advocacy of managers, supervi-sors, and everyone who takes part in the assess-ment. Also, you benefit from thorough planning;putting everything in order can help quiet anynervousness or trepidation you may have.

2. Make the Objective ClearParticipants must know what to expect from thecourse; they must be clear on the overall objec-tive of the program. For example, if the programis designated as a tutorial on word processingsoftware, at what level will the information bepresented: introductory, intermediate, oradvanced? For “soft” skills courses, what identifi-able new behavior is to be expected as a result ofthe training? Always share the desired goal withthe participants. The participants may even helpdefine the objective; this could be accomplishedduring a needs assessment or through a collabo-rative exercise at the beginning of a session.

A definite objective creates more productivelearning. If the objective is unknown or toobroad, the participants will spend mental energytrying to guess at what is important. This energyshould be directed at understanding the contentof the program instead. Participants generallywant to cooperate in the learning process; a clearobjective helps them become attuned to the mostsalient points of the presentation.

Learning points are an effective means of clarify-ing the course objective. These can be posted inthe training facility or included in accompanyingdocumentation. Learning points state explicitlywhat knowledge or new skill should be gained asa result of the training.

3. Make the Session ParticipatoryThe most successful training practitioners recog-nize that members of the audience must take anactive role in their own instruction. Adult learnersgenerally do not retain information unless they aregiven the opportunity to experience or reproducethe content for themselves. By creating an avenuefor them to use the new information during thesession, you demonstrate its feasibility. Theyexperience firsthand the value of the content, sotheir minds stay open and eager for new informa-tion. If they can reconstruct or act on the projectin a mock setting, they will likely act on it in theworkplace. They must verify their own meaning

Do’s and Don’ts for the New Trainer

Do’s and Don’ts for the New Trainer

1Copyright © 2003, Info-line, ASTD.

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Copyright © 2003, Info-line, ASTD.

Do’s and Don’ts for the New Trainer

and comprehension of the content, and you canfacilitate that through interactive and participatoryexercises.

In addition to bolstering retention, participationhas another advantage: It allows learners to takeresponsibility for their own performance. A pas-sive approach puts all the burden of learning onthe instructor. In truth, the learner is ultimatelyresponsible for his or her own learning and byasking for participation, the trainer puts the focuswhere it belongs: on the learner.

Anytime you use group activities or participatoryexercises, make sure that your directions for theevent are clear. Participants can become resent-ful or bored if they are confused about theinstructions. Here are just a few ways to makeyour training session participatory.

� Provide ChoicesLet the participants make choices as often as pos-sible. Small choices can be made by individuals,while voting and group consensus may berequired for more significant choices. At any rate,put some power in the hands of the participants.

� Ask for VolunteersInstead of handling all the logistics yourself, let aparticipant help. Have someone else write on theflipchart, for example, while you and the othersannounce information.

� Design Group ActivitiesLet the participants form a consensus withintheir group or compete with another group.

� Solicit QuestionsYou can do this verbally or by setting up a boardor flipchart for written questions.

� Design Activities Containing ContentThere are dozens of exercises that will involvemembers of your audience including games, roleplays, testimonies, interviews, laboratory tests,conversations, forums, debates, and field trips.

4. Review and Stick to the AgendaParticipants bring many concerns with them tothe training session. Some of these may involvework; others may be related to the session itself.In addition to worrying about whether the pro-gram will “work,” participants may wonder whatwill take place during the session, how long it will

last, and when they can get to the phone to makesome calls. A trainer can minimize these distrac-tions by providing an agenda. The trainer canprovide some sense of relief and constancy—andthereby promote better learning—by letting par-ticipants know what is going to happen and when.

While an exact agenda is probably not necessary(for example, break at 10:23 a.m.), it is best tostay within 10 minutes of planned events. Stick-ing to the schedule shows you know how to man-age your time and the group’s time. You caninclude agendas in the course handouts, or post alarge, decorative version on the wall.

5. Encourage QuestionsQuestions from learners are an integral part ofany successful training effort. The trainer shouldstate repeatedly at the start of a session thatquestions are welcome. The trainer should alsostop periodically and directly solicit questionsfrom the participants. The number of times youpause for questions will vary based on the dura-tion and pace of the session, but this shouldnever be phased out entirely.

Questions are positive feedback. They mean youhave created a supportive, open atmosphere.When participants ask questions, they demon-strate that they are comfortable in the learningenvironment. It is important for them to be com-fortable because that is when maximum learningtakes place. When anxiety or uneasiness prevail,the participants concentrate more on those emo-tions than on the content.

Another benefit for both you and the participantsis that questions help remind you of informationyou may have overlooked. The most obviousadvantage of an open atmosphere is that you caneasily tell if the audience is grasping the informa-tion. If the questions consistently relate to contentthat you thought was presented clearly, then youmay need to revisit that module.

How do you elicit questions from learners? Whatif you state—in the most encouraging tone—thatyou welcome questions and comments, and theaudience responds with blank stares? There are anumber of solutions to this problem. Ask a groupof participants to work together to create three ormore questions, especially after a particularly com-plex learning segment. You could also designateone wall for questions; learners write questions on

2

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Post-it notes (that you provide) and stick them tothe wall. This addresses the needs of those whoare too shy to speak up during the session, and youcan retrieve notes during the break. Possibly themost influential method is an immediate rewardfor the first person to ask a question. This could bea promotional item from the company, a coupon,or simply your enthusiastic recognition of that per-son as a “pioneer interrogator.”

The way you field questions—especially the firstone—is critical. Participants will observe yourresponse—not just the content of your answer, butalso your attitude—very carefully. Are you gen-uinely happy to explain or do you see it as an inter-ruption? If you respond with disdain or annoyance,tension will rise and learning will drop.

Follow through by eagerly replying to questions ina helpful way. Use names when you acknowledgeparticipants. Walk toward the inquirer. Make eyecontact. Smile. Repeat the question back to theaudience so that everyone can follow your answer(and you can verify your comprehension of thequestion). State your appreciation and complimentthe person on his or her perception or articulation.

6. Have an Opening and ClosingIt has been said that you never have a secondchance to make a first impression. In training, thefirst words you speak are a crucial part of the firstimpression you make. What you say at the outsetwill “set the stage” for the rest of your communica-tion with the audience. You can establish anexpectation—for yourself and for the learners—ofproductive, high-energy, alert interaction. If youcapitalize on the curiosity and attention that arenaturally afforded you in the first few moments,you can mobilize your audience and skillfully leadthem through the learning process without havingto battle for authority, attention, or participation.

Get learners excited right away. This doesn’tmean that the opening has to be very dramatic—especially if that isn’t your style. But the partici-pants should have a feeling of anticipation. Fromyour opening, they should guess that the sessionwill be enjoyable and informative. Here are sometactics to use for a positive opening:

• a dramatic statement• an anecdote• a question• a joke• a statistic.

An effective close is also vital to the overall impactof your program. Use closing statements to sum-marize the main objective of the program. Do notsimply itemize the highlights of the course in aflat, empty manner. Rather, attempt to demon-strate the primary objective—not several, just theprimary one—in a striking, relevant way. You canuse an anecdote, video clip, exercise, or someother inventive close to channel the participants’excitement about what they have learned. Formore information refer to Info-line No. 8911,“Icebreakers.”

7. Gear Sessions Toward Learners’ NeedsLearners want to know that a training program isrelevant to their needs. Assess your audience todetermine their desires and expectations. Even ifthe course is mandatory and they claim to haveno desire to even be there, you can uncover per-sonal requirements that the course will meet, oryou can create a need by describing the benefitsof your program.

By framing the course content to be helpful andsolution-oriented, you can increase the learners’motivation and enthusiasm. People do things fortheir own reasons, not for yours. Participants donot learn just because you are presenting thematerial. Answering the following questionsabout participants will help you frame yourcourse for best results:

• Why are they agreeing to invest their time inthis course?

• What is their motivation for participating?

• Are they already interested in the subject mat-ter or do you have to stimulate interest?

• How much knowledge do they already haveabout the topic?

• Are there particular items of concern?

• What kind of language do they use in theirwork environment? (Are there buzzwords oracronyms that will help you deliver from theirperspective?)

Take the time to know your audience. You canaccomplish this through a needs assessmentbefore the session begins. But if that isn’t possi-ble, you should solicit this type of informationfrom them in an organized, interactive manner

Do’s and Don’ts for the New Trainer

3Copyright © 2003, Info-line, ASTD.

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before you start presenting the content. They willappreciate your willingness to make productiveuse of their time and to address their needs.

8. Promote Networking Among ParticipantsGive participants a chance to meet each other.Design ways for learners to connect with eachother during the training session to share valu-able information. Simple introductions can beappropriate, but shared learning goals can beeven more effective. Conversations about thecontent help promote learning because new ideasand perspectives are circulated. Networking canalso have ramifications beyond the duration ofthe session.

Interactions that take place within a company oreven within an industry can help learners bondand continue to help each other professionally.There is more name and face recognition, as wellas greater understanding of the peculiar chal-lenges one person or one department may be fac-ing. Intercompany staff often begin to cooperateinstead of accuse because they now have a first-hand account of the situation.

9. Use Visuals/Varied Learning TechniquesComprehension and retention increase dramati-cally when visual aids are used in training pro-grams. In addition to adding variety and empha-sis to your presentation, well-executed visual aidscan enhance your professional image with stu-dents. Overheads, slides, video presentations, andhandouts are effective ways to enhance learning.

Other alternatives to lecture such as group dis-cussion, role play, and games are also essential toadult learning. Adults need to discuss problems,discover solutions, and practice skills in order tomaximize comprehension and retention.

10. Survey the Facility in AdvanceSubscribe to Murphy’s Law. Check and recheckall the physical components of your training facil-ity. Everything—lights, pens, computers (soft-ware and hardware), cameras, audio, chairs,tables, flipcharts, documentation, refreshments—should be scrutinized before the session begins.You can examine most of these components theday before, but also be sure to check them on themorning of the session. Have backup equipment

ready, if possible. A breakdown—especially apreventable one—can be disastrous for your pro-gram and your reputation.

11. Dress ProfessionallyWith the proliferation of casual days now, it istempting to let the sartorial rules slide a little bit.As the leader of the training, however, you have aspecial role to fill and must dress the part. Youwant to communicate that you can be trusted tolead the group through the learning process andthat you take that responsibility seriously. Sloppi-ness or carelessness in your appearance will causeparticipants to wonder if your work is sloppy orcareless. The standard should be to dress one stepabove how you expect your participants will dress.

12. Market Training Program Internally If you train within a company or organization, itis essential to effectively market your trainingprograms. By alerting employees to the value ofyour training programs, you will ensure adequateattendance and reduce last-minute cancellationsand interruptions. Effective marketing also allowsyou to advertise the essential role you play inyour organization’s success.

13. Use Transfer of Training TechniquesHow will you ensure that your participants applywhat they’ve learned? Training does not stopwhen your session is over. The training practi-tioner must continue the learning process outsidethe classroom by making sure that participantsapply what they have learned to the work envi-ronment. Certainly you want the participants togain the knowledge, but you also want them toretain it and use it.

Partner with managers and supervisors to pro-mote transfer of training. You will want to findout the following from managers and supervisors:

• How will they support and reinforce what wastaught in the program?

• What concrete actions can they take to fortifythe new behavior?

Do’s and Don’ts for the New Trainer

4 Copyright © 2003, Info-line, ASTD.

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Combine forces with supervisors to support thetrainees. What about the participants them-selves? How will they cooperate in the trainingtransfer? Collaborate on tangible, date-sensitiveaction plans that will help them apply the newknowledge repeatedly. Set the action plans dur-ing the training session. Follow through bychecking back with them on the agreed-upondates. Refer to Info-lines No. 9512, “Transfer ofTraining,” and No. 9804, “The Transfer of SkillsTraining.”

14. EvaluateEvaluation should be a part of your overall coursedesign. How will you determine whether yourefforts have succeeded?

Evaluation is closely tied to training objectives.What do you want to measure? Is a gain inknowledge your training objective? Or do youwant participants to gain knowledge and also theability to apply it? If so, you will want to measurethe extent to which new behavior is demon-strated back on the job. Training and develop-ment professionals are under increasing pressureto prove the value of their activities to uppermanagement. Will you have to prove training’sreturn-on-investment?

Also bear in mind the measurement instrumentsyou will use. You can use interviews, tests, obser-vation, managers’ reports, or a variety of othermethods to gauge the participants’ level of learn-ing. For more information on evaluation, seeInfo-line No. 9705, “Essentials for Evaluation.”

The Don’ts

Although you may be new to the training field, youmay already possess a key piece of knowledgebased on your past experience in the learner’s role.You have probably participated in a number ofcourses yourself. Use that experience as a learnerto identify best and worst practices. Reflect on theworst program you ever participated in. Whatwent wrong? Why does it stand out in your mindas a negative experience? If you can answer thesequestions, you already know what to avoid in yourown curriculum. It may have been a glaring fauxpas that caused you to cringe immediately. Or per-haps there were hidden—but just as serious—mis-takes that left you with a vague, uneasy feeling. Ormaybe you just got bored.

These are typical reactions from learners whenone of the following “sins” is committed. Any oneof these transgressions can seriously underminethe learning process, hurt your credibility, andundo your carefully laid plans.

1. Starting LateThis is possibly the most critical mistake a trainercan make, as well as the easiest to avoid. Start ontime; in fact, you should be able to greet partici-pants at the door as they’re walking in. Tardinesshas toxic consequences that spread into severaldifferent areas of the learning process, causingcompletely unnecessary obstacles that must beovercome. When late, the trainer is sending sev-eral messages to the learners. Even though thesemessages are unintentional and may not even beconsciously detected by the learners, they areembedded in the training dynamic and will be afactor in all further interaction.

Do’s and Don’ts for the New Trainer

5Copyright © 2003, Info-line, ASTD.

Before You Create Your Next Visual• Choose your words carefully.

• Use, but don’t overuse, color.

• Include a single idea per visual.

• Use highlighting or revelation (blacking out then exposing asection).

• Insert a new visual every 45 seconds.

• Avoid vertical lettering.

• Use a maximum of two fonts.

• Use bullets, not numbers, for nonsequential items (i.e., aster-isks, arrows, checkmarks).

• Use upper and lowercase letters.

• Use overlays.

Used by permission. Copyright 1992, Resources for Organizations, Inc. All rights reserved.

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Do’s and Don’ts for the New Trainer

6 Copyright © 2003, Info-line, ASTD.

How We Learn

It may be only recently that we have received scientific and statistical confirmation of these facts, but intuitively we haveknown them for a long time. There are ancient Chinese proverbs that read:

I hear and I forgetI see and I rememberI do and I understand

and

One picture is worth a thousand words.

A study by R. Benschofter reports the influence of using sound and sight, separately or combined, as a teaching tool.

Methods of Instruction

Telling, when used alone, results in 70% recall three hours later and 10% recall three days later.

Showing, when used alone, results in 72% recall three hours later, and 20% recall three days later.

Blend of telling and showing results in 85% recall three hours later and 65% recall three days later.

Each of these studies, of course, is applicable only to the specific situation in which it was carried out. But the fact thatevery study comes up with roughly the same results leaves little doubt of the power of audiovisuals to communicate effec-tively, on a long-term basis as well as short term.

Used by permission of the National Safety Council, Itasca, Illinois.

We learn:

➥ 1% through taste

➥ 1.5% through touch

➥ 3.5% through smell

➥ 11% through hearing

➥ 83% through sight

We remember:

➥ 10% of what we read

➥ 20% of what we hear

➥ 30% of what we see

➥ 50% of what we see and hear

➥ 80% of what we say

➥ 90% of what we say as we act

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The first message is one of disrespect to those whoshowed up on time; the trainer who starts late istelling these participants that their time is notvaluable. The trainer immediately loses favor withthis segment of the class and may have to over-come outright resentment—which is not exactlyconducive to learning. The other message is a lackof readiness. An eager, well-prepared trainer can’twait to begin; a late start indicates some hesitationor lack of enthusiasm. Any faltering perceived by aparticipant will affect the trainer’s credibility andinject doubt into the learning process.

Finally, the fatal result of starting late is that thetrainer abdicates control. By acquiescing to thosewho are absent or late or to other circumstanceslike nervousness or idleness, the trainer is sayingthat those factors have precedence. In truth, thosefactors do not have precedence. The content ofthe program does, and it is the trainer’s obligationto establish that immediately.

It is crucial that the trainer establish control—notfor ego concerns but because the trainer hasaccepted the responsibility of leading the partici-pants into a new field of knowledge. That respon-sibility requires some authority. The learners musthave confidence in the trainer’s ability to carry outthis function. By starting on time, the trainershows his or her dedication to the learners’ knowl-edge gain. The learners are far more likely torepay that dedication by participating fully in thesession. All this is accomplished easily by simplypaying attention to the clock.

These principles hold true for all starts—not justthe initial opener. In other words, they apply tobreaks as well. Don’t start late after breaks either.If you said the break would be for 10 minutes,then begin again in exactly 10 minutes. If you waitfor stragglers, you encourage more people to lagbehind next time and everything you say is taken alittle less seriously. Here are some tips for gettingparticipants back from the breaks on time:

• Set an unusual time for the break, such as 11minutes or one hour and seven minutes forlunch.

• Declare that all stragglers will have to tell a(brief, clean) joke or sing a (brief, clean) songto gain re-entry; then enforce that declaration.

• Post a cardboard clock with movable hands onthe wall; adjust the hands precisely to thedesired return time.

• Assign one or two people as “monitors” whoare responsible for bringing in latecomers.

• If the facility is somewhat isolated, assignsomeone to sound an alarm, such as music, abell, an air horn, or a whistle.

• Bribe the participants with a reward.

2. Bad BehaviorOne of the pleasures of training is the opportu-nity to interact with a wide variety of people. Thismeans that—although you may have preparedeverything perfectly—you cannot predict thehuman element of your program. You cannotforecast how every participant is going to behave.Some may not be able to express their thoughtswell; others may ask incoherent questions; stillothers may balk at engaging in a certain activity.

There are any number of possible frustrations foryou as the leader of the session. But no matterhow troublesome a particular member of thetraining audience is, never openly criticize,embarrass, or lose patience with a participant.

Even if all the other learners are also frustrated byan individual, any condemnation from you is acondemnation of the entire group. They will reactby withdrawing because they naturally will fear thesame treatment. Thus with one burst of annoy-ance, you can effectively suffocate all participationand seriously undermine learning. We learn bytaking risks, and no participant will take a risk if heor she thinks you’re going to humiliate them.

This principle applies to any criticism of the orga-nization as well. A trainer should avoid anydenunciation—implied or overt—of the com-pany, its departments, or its methods. Even theslightest inflammatory comment encourages anemotional response in others and detracts fromthe ultimate purpose of the session.

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3. Faking ItOccasionally a participant will ask a question thatyou simply cannot answer. What do you do? Ifyou tell the truth—that you don ’t know theanswer—will you be calling your reputation intoquestion? After all, you are the expert deliveringthis information.

Actually, admitting the truth is the best response.Giving an improvised answer to save face is dan-gerous because your answer could be wrong, andthen your credibility will surely suffer. Acknowl-edge that it’s a good question and promise toresearch the answer (during a break if you can)and pass it along. Another option is to present thequestion to the other participants; they may haveexperience or knowledge that can help address theinquiry. These alternatives demonstrate a commit-ment to the learners and the material. If yourepeatedly field questions that baffle you, morepreparation time is probably necessary.

The honest approach is also best when actuallyinteracting with the learners. Trying to force your-self to adapt to someone else’s style of presentingwill reflect poorly on you. If you are not a come-dian, don’t try to tell a lot of jokes. This ends upbeing more distracting than helpful. Your style ofpresenting is unique and will probably work bestfor you and for your participants.

4. Physical MovementDon’t fake someone else’s style, but if yoursinvolves standing behind a podium, you havesome adjustments to make. Move around. Makethe whole area your “territory.” Never underesti-mate the power of body language. If you stand inone spot for the duration of the session, you arecommunicating lack of enthusiasm, lack of inven-tiveness, and lack of confidence. You are puttinga barrier between yourself and the learners.When you circulate, you enable the participantsto connect with you. You can make eye contact;you can be more attuned to their viewpoint; youcan be more interactive. Your movement helpsparticipants stay interested.

If you circulate around the room, the front-and-center spot then takes on special significance.Return there to make your most important pointsloudly and clearly. After repeated instances ofthis, participants will fix their attention just

because you’re standing there. Never introducevital information from the side or back of theroom or while the learners are engaged in anactivity; new ideas should be presented fromfront-and-center.

5. Discussions That StrayYou and your learners are there for a purpose;keep the objective of the program in mind andalways attempt to connect activities and discus-sions back to the main focus. If you cannot findthe relationship between a discussion and theobjective, or if you are certain that a discussion hasdrifted, seize control right away. Ask a very spe-cific content-related question. Or ask the partici-pants how their observations might affect a certainelement of the content.

6. Don’t Indulge Your QuirksWe all have our nervous twitches. Do you click apen over and over? Do you pepper your speechwith “um” and “y’know”? Or perhaps you rockback and forth while you’re talking. (If so, youshare this trait with Bill Gates.) These idiosyn-crasies can be distracting to participants and cansometimes garner more attention than the infor-mation you’re trying to communicate.

The first step in eliminating these quirks is toidentify them. What are your bad presentationhabits? If you don’t know, consider asking anothertrainer to help you spot them. You could alsovideotape one of your sessions; the results maysurprise you. (One trainer was observed repeat-edly putting his jacket on and taking it off again.)Once you identify your twitches, try not to indulgethem. Your goal is to keep the content of your pro-gram in the spotlight, not your mannerisms.

7. Information SaturationYou don’t want to overload or saturate your learn-ers, so divide your program into learning modules.A learning module is a segment of time dedicatedto a specific part of the overall objective. Focus ondelivering one segment of information at a time,and do not exceed 20 minutes of pure contentdelivery at one time. This is about the maximumattention span for most adult learners. To com-plete one module, follow the content delivery withan exercise or activity that reinforces the subjectand then summarize the key ideas. You should alsopause for questions at the end of each module.

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By dividing the material, engaging learners inactivities, and summarizing crucial points, youhelp ensure knowledge gain. Participants avoidinformation overload—by observing their behaviorin the exercises and fielding questions, you candiscern whether learners are actually compre-hending and using the ideas presented. Adjustyour pace as needed.

8. Don’t Confuse the Means With the EndMethod of delivery can overshadow the content.Your content should be the star of the session—not your personality, the multimedia equipment,the games, or the role plays. Those are tools to getyour points across. If they cannot be used to relatedirectly to the content, then refrain from usingthem. Ask yourself if this instrument illustrates avital point.

If the point is not immediately clear, considerwhether you still want to use the instrument orconsider how you will convey its relevance to theaudience. You can easily minimize the need forsuch speculation by designing the course contentfirst and then searching for ways to demonstrateits themes. Be wary of trying to force a certainmethod into your curriculum just because youthink it’s witty. Everyone wants to enjoy them-selves, but learners lose patience with gimmicksthat have no relevance.

9. Avoid One Method of DeliveryNaturally you will address the participants a greatdeal during the training session. You will be teach-ing key points, leading the exercises, summarizing,and reinforcing. This means you will be talking alot. Or does it? There are other ways—besidesstrictly verbal communication—of conveyinginformation.

Search for more than one method of expressingthe ideas that you want to present. Ask yourselfthe following questions:

• Can I use a video clip from a training video orpopular film?

• Can I set up a multimedia workstation to allowlearners to interface with the information?

• Will music serve as an appropriate tool?

• What about audio?

Great or not-so-great speeches may spark a perti-nent discussion. Multiple delivery methodsincrease the interactive nature of your programand keep learners stimulated.

10. Don’t Get StaleLet’s say you are responsible for new employeeorientation. Your organization is growing by leapsand bounds—with a hiring bonanza—so you con-duct this training every two weeks. You lead thesame two-day session every two weeks. The samesession. Every two weeks. You find yourself bal-ancing your checkbook in your mind while youare discussing the history of the company.

The temptation is to fall into a predictable rou-tine and lead the session by rote. For the sake ofyour learners and for your own sake, avoid thistemptation! Remember that it is all new informa-tion to them and that your enthusiasm (or lack ofenthusiasm) can make all the difference in theirlearning process. Also, you invite burnout if youallow your spirit to flag.

If you incorporate interactive training methods,you will substantially decrease the danger ofboredom. Why? As stated above, a trainer cannever predict the human element. If you encour-age responsiveness, questions, and discussionfrom your participants, you guarantee that eachsession will have its own signature character. Youopen yourself to surprises, new perspectives, andfresh ideas. You may even discover that the rou-tine program takes on new life as you add feed-back from other participants.

11. Don’t Pigeonhole YourselfAs you proceed in your career, you will find thatthe word “trainer” means different things to dif-ferent people, and the trainer’s role has changedsubstantially over the years. The sidebar on thenext page shows the profuse and assorted natureof vocational pursuits in the industry. Each ofthese titles focuses on a different aspect of theprofession as a whole. Though you may have apreferred or mandated role at this point, see howyou can integrate as many different facets of theprofession as possible.

Do’s and Don’ts for the New Trainer

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Stretch your talents. Be proactive in discoveringthe different possibilities. You are in a uniqueposition to affect the work of many different peo-ple—not only learners, but also managers, supervi-sors, vendors, senior management, and clients.Your talents can be used in many ways. You are aneffective communicator, and you can apply that inthe classroom as well as in the managers’ officesand the boardroom. What are the primary con-cerns and issues in the company? Learn how topartner with those who have a stake in trainingoutcomes. See how you can help them. Take partin discussions on the organization’s bottom line;you can situate yourself to affect such considera-tions. Remember that the ability to influenceemployees to gain knowledge and change behavioris an essential strength—use it.

12. Don’t Go It AloneYou cannot take on a certain role unless you havesome familiarity with how it works. Apprenticeyourself to those who have the experience. Get inthe habit of asking others for help in upgradingyour skills. Admit that you don’t know all theanswers and find those who have the knowledgeyou seek. Seasoned practitioners are usuallyhappy to offer their advice, especially since it canrevitalize their own knowledge base. Associa-tions—like ASTD—provide wide access to pro-fessionals of all skill levels and specializations.Find out what others are doing. Relying strictlyon your own ideas or experience—especially inthe first stages of your career—can be limiting.

13. Don’t WorryWhen you become overwhelmed or anxiousabout your new challenges, relax. You haveplenty of resources to gain knowledge and experi-ence. You may be confused at times, but if youare enthusiastic about your responsibilities andsincerely want to help participants, these guidingprinciples won’t steer you wrong.

Do’s and Don’ts for the New Trainer

10 Copyright © 2003, Info-line, ASTD.

Roles for TrainersHere are just a few possible “roles” that a training and develop-ment professional can take on:

• instructional designer

• instructional technologist

• corporate trainer

• performance consultant

• performance technologist

• lecturer

• organizational development specialist

• training leader

• employee development specialist

• performance analyst

• educational program manager

• documentation supervisor

• director of human resource development

• senior curriculum development specialist

• manager of strategic initiatives

• individual and organizational assessor and developer

• technical trainer

• director of safety programs

• supervisor of executive and management training

• leadership training associate

• quality assurance supervisor

• director of workforce diversity.

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Copyright © 2003, Info-line, ASTD.

Adams-Regan, P. “Nightmare on HRDStreet.” Training & Development,November 1995, pp. 50-51.

Armentrout, B.W. “Public Speaking: ANecessity for the ‘90s.” HR Focus,December 1993, p. 17.

Dervarics, C. “On Target: On Your Mark.Get Set. Present!” Technical & SkillsTraining, July 1995, pp. 6-8.

Harris, R.M. “Practically Perfect Presen-tations.” Training & Development, July1994, pp. 55-57.

Leeds, D. “Show-Stopping Training.”Training & Development, March 1995,pp. 34-36.

Lincoff, R.L. “It’s Show Time.” Training& Development, November 1995, pp. 15-16.

Luke, R.A., Jr. “Managing Bunny Trails.”Training & Development, January1994, pp. 19-21.

Malouf, D. “The Seven Deadly Sins ofSpeakers.” Training & Development,November 1995, pp. 13-15.

O’Meara, F. “The Trouble With Trans-parencies.” Training, May 1995, pp. 36-41.

———. “The Pedagogue’s Decalogue.”Training, January 1993, pp. 43-45.

Percy, V.R., and M. Mullen. “GettingYour Message Across.” Training &Development, September 1993, pp. 20-23.

Watson, A.K., and J.R. Bossley. “Takingthe Sweat Out of Communication Anx-iety.” Personnel Journal, April 1995,pp. 111-119.

Arch, D. Tricks for Trainers: 57 Tricksand Teasers Guaranteed to Add Magicto Your Presentations! Minneapolis,MN: Resources for Organizations,1993.

Bender, P. U. Secrets of Power Presenta-tions: Focusing on Effective, Dynamicand Impressive Business Presentations.Buffalo, NY: Firefly, 1995.

Brody, M., and S. Kent. Power Presenta-tions: How to Connect With YourAudience and Sell Your Ideas. NewYork: John Wiley & Sons, 1993.

Delahaye, B., and B. Smith. How to Be anEffective Trainer: Skills for Managersand New Trainers. New York: JohnWiley & Sons, 1998.

Draves, W.A. Energizing the LearningEnvironment. Manhattan, KS: LERN,1995.

Jolles, R.L. How to Run Seminars andWorkshops: Presentation Skills forConsultants, Trainers, and Teachers.New York: John Wiley & Sons, 1993.

Malouf, D. How to Create and Deliver aDynamic Presentation. Alexandria, VA:ASTD, 1993.

Van Ekeren, G. Speakers Sourcebook II:Quotes, Stories, and Anecdotes forEvery Occasion. Englewood Cliffs, NJ:Prentice Hall, 1994.

Wilder, C. The Presentation Kit: 10 Stepsfor Selling Your Ideas. New York: JohnWiley & Sons, 1994.

Eline, Leanne. “How to Prepare and UseEffective Visual Aids.” No. 8410(revised 1997).

Garavaglia, P. “Transfer of Training.” No.9512 (revised 2000).

Lippitt, M., and A.W. Miller. “BasicTraining for Trainers.” No. 8808(revised 1998).

Plattner, Francis. “Improve Your Commu-nication and Speaking Skills.” No. 9409(revised 1997).

———. “Instructional Objectives.” No. 9712.

Sharpe, Cat, ed. “Create Effective Work-shops.” No. 8604 (revised 1997).

———. “How to Create a Good LearningEnvironment.” No. 8506 (revised1997).

———. “More Productive Meetings.”No.8710 (revised 1997).

Sullivan, Rick. “The Transfer of SkillsTraining.” No. 9804.

“Training and Learning Styles.” No. 8804(revised 1998).

Waagen, Alice. “Essentials for Evalua-tion.” No. 9705.

Wircenski, J.L., and R.L. Sullivan. “MakeEvery Presentation a Winner.” No. 8606 (revised 1998).

Do’s and Don’ts for the New Trainer

References & Resources

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Articles Books Info-lines

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Do’s and Don’ts for the New Trainer

Job Aid

12

YES NO

Did you prepare everything? □ □

Did you make the objective clear? □ □

Did you make the session participatory? □ □

Did you tell your learners the agenda at the □ □outset and did you stick to it?

Did you encourage questions? □ □

Did you avoid antagonizing, losing patience □ □with, or embarrassing participants?

Did you have an opening and a closing? □ □

Did you gear the session toward learners’ needs? □ □

Did you promote networking among participants? □ □

Did you use visuals and varied learning □ □techniques?

Did you survey the facility in advance? □ □

Did you dress professionally? □ □

Did you market your training program □ □internally?

Did you incorporate transfer of training □ □techniques?

YES NO

Did you evaluate learners’ performance? □ □

Did you start on time? □ □

Did you admit it when you didn’t know the □ □answer to a question?

Did you move around the room? □ □

Did you keep discussions on track? □ □

Did you avoid your quirks? □ □

Did you give learners just the right amount □ □of information?

Did you focus on the end, not the means? □ □

Did you vary your method of delivery? □ □

Did you stay interested in the material? □ □

Did you structure your role appropriately for □ □the situation?

Did you position yourself as an essential asset □ □to the company?

Have you asked seasoned practitioners for □ □help in developing your role?

Did you remain calm? □ □

Evaluate Your Training PracticesThis job aid can be used to evaluate your training practices by identifying your strengths and weaknesses. Ask a trusted col-league to sit in on one of your sessions or videotape a session and review yourself. Just as evaluating participants is vital to thelearning process, evaluating yourself allows you to achieve and maintain top performance.

The material appearing on this page is not covered by copyright and may be reproduced at will.

Page 17: Training Dos & Don'ts

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Go to store.astd.org to search our entire product data-base of books and Info-lines. Our new online searchengine makes it much faster to pinpoint the resources youneed. Then use our easy ordering process to place yourorder in a snap.

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