Training For Dummies

by Elaine Biech

Overview

Tackle training and development the fun and easy way so you can share your specialized knowledge with others

Millions of Americans train others as part of their jobs. Whether you’re an employee training your co-workers on a new process or skill, a volunteer asked to train new volunteers, a chef training your staff, or a paramedic giving CPR training, it’s just as important to know how to teach others as it is to know what you’re talking about. It doesn’t matter how much you know about your subject if you can’t share it with others. And that’s where Training For Dummies comes in—it offers all the nuts and bolts of training for anyone who has to educate others on any subject and in any field—and it’s written in plain English.

Covering all the modern, interactive instructional methods and dynamic training approaches available, this hands-on guide will help you inspire trainees and keep them engaged throughout the training program. You’ll discover:

• How to master the jargon of training
• The keys to using audio and visual aids effectively
• How to prepare for the training certification process
• Helpful ways to evaluate your results and improve your tactics
• Tips, techniques, and tidbits for enhancing your training sessions
• Methods that improve trainee participation
• Alternatives to the traditional lecture method
• Tactics for gauging and managing group dynamics
• Strategies for addressing problems in the classroom
• Hints for understanding and adapting to different learning styles
• Resources and other extra material you can immediately use

The book has a part dedicated to the training profession, so if you’re interested in becoming a professional trainer, you’ll learn how to upgrade your skills and knowledge and what the trainer certification process entails. You’ll also gain a perspective on other aspects of the field of training.

Additionally, Training For Dummies shows you ways to inject humor into your training sessions, ideas for saving time in the training room, and icebreakers that actually break the ice. Get your own copy to start flexing your training muscle today.

Product Details

ISBN-13:	9780764559853
Publisher:	Wiley
Publication date:	03/25/2005
Series:	For Dummies Books
Pages:	416
Product dimensions:	7.30(w) x 9.10(h) x 1.20(d)

About the Author

Elaine Biech, known as "the trainer's trainer," is President and Managing Principal of ebb associates inc, a strategic implementation, leadership development, and experiential learning consulting firm.

Read an Excerpt

Training For Dummies

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By Elaine Biech

John Wiley & Sons

ISBN: 0-7645-5985-0

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Chapter One

Why Adults Learn

In This Chapter

* Examining the basic principles of adult learning

* Identifying a trainer's responsibility to ensure adults learn

* Identifying types of learning

* Defining training roles

Think back to the past 60 days. What is one thing you learned? Before reading ahead, try to recall what you learned and why you learned it. Perhaps you learned to play racquetball because you always wanted to learn to play the game. Perhaps you had a flat tire on the way home, and you had to learn to change the tire because you had to do it. You didn't want to, but you had no choice.

If you're like most adults, you learn to do most things as an adult because you want to learn it or you need to learn it.

This chapter explores adult learning theory, how people learn, and how trainers can assist participants to learn in the classroom.

Adult Learning Theory

Trainers are most successful when they understand conditions under which adults learn best. Therefore, it is important to understand the difference between why adults learn and how adults are traditionally taught.

The traditional style of teaching is based on a didactic model, a synonym for lecturing. Generally this model is teacher-led and content-centered. Another word used is pedagogy which literally means the art of teaching children.

In the introductionto this chapter, you discovered that most adults learn things because they want to or need to. Children do, too. However, children's formal learning is usually led by someone else and is based on their learning specific tasks to prepare them to learn additional, more complicated tasks.

For example, you learned to count to 100 in kindergarten, so that you could learn to add and subtract in first grade, so that you could learn to multiply and divide in third grade, so that you could learn algebra in eighth grade, so that you could learn trigonometry in high school, so that you could learn calculus in college.

Most people have experienced the pedagogical model of learning. It has dominated education for centuries and assumes the following:

The instructor is the expert. Because the learner has little experience it is up to the instructor to impart wisdom.

The instructor is responsible for all aspects of the learning process, including what, how, and when the learners learn.

Learning is content-centered. Objectives establish goals and a logical sequence of material is presented to the learners.

Motivation is external, and learners learn because they must reach the next level of understanding, pass a test, or acquire certification.

Does this sound familiar? It should. Unless you had an atypical learning situation, it is most likely how you were taught starting in kindergarten and through college. Some schools are changing however. Although the lecture method is still used, it is frequently enhanced with other learning methods. This suggests that someone has identified a better method for teaching.

Who is Malcolm Knowles?

Malcolm Knowles is considered the father of adult learning theory. Because pedagogy is defined as the art and science of teaching children, European adult educators coined the word andragogy to identify the growing body of knowledge about adult learning. It was Dr. Knowles' highly readable book, The Adult Learner: A Neglected Species, published in 1973, that took the topic from theoretical to practical. Table 2-1 compares the differences between andragogy and pedagogy. Trainers and adult educators began to implement practical applications based on Dr. Knowles' six assumptions.

The following list summarizes Malcolm Knowles' six assumptions and adds a practical application from a trainer's perspective. Although there is some duplication of ideas, I have presented all six assumptions to you as Knowles identified them. Many authors distill the six to five, four, and even three.

Adults have a need to know why they should learn something before investing time in a learning event. Trainers must ensure that the learners know the purpose for training as early as possible.

Adults enter any learning situation with an image of themselves as self-directing, responsible grown-ups. Trainers must help adults identify their needs and direct their own learning experience.

Adults come to a learning opportunity with a wealth of experience and a great deal to contribute. Trainers are successful when they identify ways to build on and make use of adults' hard-earned experience.

Adults have a strong readiness to learn those things that help them cope with daily life effectively. Training that relates directly to situations adults face is viewed as relevant.

Adults are willing to devote energy to learning those things that they believe help them perform a task or solve a problem. Trainers who determine needs and interests and develop content in response to these needs are most helpful to adult learners.

Adults are more responsive to internal motivators such as increased self-esteem than external motivators such as higher salaries. Trainers can ensure that this internal motivation is not blocked by barriers such as a poor self-concept or time constraints by creating a safe learning climate.

Applying adult learning theory to training

I don't know whether Malcolm Knowles had this in mind when he presented his adult learning theory to the world, but it seems that he is talking about responsibility. Furthermore, whether you're the trainer or the learner you have responsibility to ensure that the training is successful, that learning occurs, and that change takes place.

If you're the trainer

Create a learning environment that is safe.

Be organized, have well-defined objectives, and establish a clear direction for your session based on the participants' needs. Be so well organized that it is easy to be flexible when the participants' needs are different from what you anticipated.

Ensure that your content is meaningful and transferable to the learners' world.

Treat your learners with respect, understanding, and genuine concern.

Invite learners to share their knowledge and experiences.

If you're the learner

Be an active learner, participating in the interactive exercises.

Be critical of poorly defined sessions, an unprepared trainer, or processes that prevent your learning; provide constructive feedback to the trainer.

Ensure your personal success by encouraging feedback from the trainer.

CERTIFICATION INFO

Delivering constructive feedback is a key action expected of all professional trainers. Learners have a right to receive feedback from their trainers.

Recognize that you're responsible for your own learning, so ensure that all your questions are answered.

Contribute to your own success by clearly identifying a learning plan for yourself; then do your part to achieve your objectives.

Trainers beware! Note that I encourage learners to be critical of you if you're not prepared or the session doesn't meet their needs. Why? Professional trainers profess to build on the foundation of adult learning theory. If something is not working, step back, determine why, and fix it. If you're not doing that, you're not practicing good adult learning principles. You may need another trainer to guide you.

How Do People Learn?

The adult learning theory presented in the previous section provides a foundation of principles of adult learning. However, there are additional considerations to enhance results when training adults. In the following sections, I examine them.

Three types of learning: KSAs

Trainers address three types of learning: knowledge (K), skills (S), and influencing attitude (A). Trainers frequently shorten this to the KSA acronym. (If you want the research to support this, it is called Bloom's Taxonomy.)

Knowledge (Bloom called this cognitive) involves the development of intellectual skills. Examples of knowledge include understanding the principles of accounting, knowing the stages of childhood, understanding how interest rates affect the economy, or knowing how to get a book published.

Skills (Bloom called this psychomotor) refers to physical movement, coordination, and the use of the motor-skills area. Examples of skills you may learn include the ability to use a digital camera, operate a backhoe, supervise staff, listen effectively, or kick a soccer ball.

Attitude (Bloom called this affective) refers to how you deal with things emotionally, such as feelings, motivation, and enthusiasm. Although attitude is not "taught," training may affect it. Trainers cannot change attitudes, but they frequently have the opportunity to influence attitudes.

REMEMBER

Trainers sometimes discuss whether it is the learner's skill or will that prevents topnotch performance following a training session. This refers to the fact that an employee may have learned the skill but is unwilling to use it. Therefore, the real reason an employee may not be using what was learned may not be skill-based at all. It may be that the employee won't use the skill that was learned.

Knowing that there are three types of learning means that you need to use different methods to address each. I discuss this in more depth in Chapter 5 when I address design.

Other considerations for learning

How do you gain information? Hear? See? Do you also touch? Smell and taste, too? You bet you do! We all gain information through our five senses. The highest percent of information usually comes through seeing and hearing.

NAMES TO KNOW

Many people have theories about how humans learn best. David Kolb, for example, presents four learning styles: the converger, the diverger, the assimilator, and the accommodator. Another theory was developed by W. E. (Ned) Herrmann. His research shows brain specialization in four quadrants and that each quadrant has its own preferred way of learning. Ned's daughter Ann Herrmann-Nehdi continues to enhance her father's work.

Still a third theory, Neurolinguistic Programming (NLP), proposes that everyone takes information in through three modalities: visual, auditory, and kinesthetic. Most people use a combination of all three modalities. Preferred learning styles determine how your participants assimilate, sort, retain, retrieve, and reproduce new information.

Visual learners, for example, prefer pictures, diagrams, and other visuals. They probably need to "see it" to "know it." They may have artistic ability and a strong sense of color. They may have difficulty following directions or learning from lectures. They may overreact to noise or misinterpret words.

How can you create a learning environment that is conducive for the visual learner? Consider these.

Provide written directions when possible.

Enhance presentations with visuals, graphics, illustrations, diagrams, props, or flowcharts.

Create a colorful classroom with neon sticky-back notes, posters, colorful and coordinated markers, crayons, and participant materials.

Provide paper (colorful) and markers for doodling and taking notes.

Help participants visualize a process using films, demonstrations, or role plays to "show" how.

Color code participant materials or use icons to help them find their way.

Auditory learners, on the other hand, prefer to get information by listening. They need to "hear it" to "know it." They may have difficulty following written directions or any activity that includes reading.

How can you create a learning environment that is conducive for the auditory learner? Consider these.

Provide spoken directions, when possible.

Use discussions, tapes, debates, panels, interviews, and other verbal methods for transferring knowledge.

Plan for buzz groups, small group discussion, teach-backs, and presentations that allow participants to talk through the information.

Avoid subtle body language or facial expression to make a point.

Create learning activities in which learners repeat the information.

Finally, kinesthetic learners prefer hands-on learning. They need to "do it" to "know it." They assemble things without reading directions and usually have good spatial perception. They learn best when they are actively involved.

How can you create a learning environment that is conducive for the kinesthetic learner? Consider these.

Provide physically active learning opportunities.

Engage them in experiential, hands-on learning activities.

Provide things for them to touch and "play with" such as Play Doh, tactile toys, koosh balls, and crayons.

Take frequent breaks or allow informal movement during the session that doesn't disturb other participants.

Build in activities such as making models, role playing, scavenger hunts, relay races, and other active review and practice methods.

Use computers to reinforce learning.

Find ways other than testing to express knowledge and skills, such as demonstrations.

You usually encounter all of these learning styles in a training session at one time.

So what does a trainer do? It is not usually possible to address all the learning preferences all the time in a group. Do what all good trainers do.

Accept that people learn in different ways.

Use different methods that facilitate learning for different preferences.

And finally, when designing or delivering training, strive to create a variety of approaches that utilize techniques and activities from all learning preferences.

Helping Adults Learn in the Classroom

You may have a difficult time finding practical advice to ensure that the training room - your workplace - maximizes adult learning. However, in 25 years of experience in classrooms, I've discovered practical tips for applying Malcolm Knowles' principles to ensure that participants learn. I've grouped them in four categories for you.

Create a safe haven for learning.

Create a comfortable environment.

Encourage participation.

Facilitate more than you lecture.

In the following sections, I examine each of these and help you decide how you can address them.

Create a safe haven for learning

It would be great if everything you did as a trainer went just the way it is supposed to, but it won't. Trust me. Some learners may arrive thinking that training is punishment. Others may arrive with memories of past learning experiences in mind, such as failing tests. Yet others may arrive bringing their daily burdens with them. You can create a safe haven for everyone by using some of these ideas.

Be prepared early enough so that you can greet participants at the door, welcome them, learn their names, and allow time for them to tell you something that's important to them.

Share the objectives of the training early, prior to the session, if possible.

Let participants know how they stand to benefit from the information.

Demonstrate your respect for each individual.

Ensure confidentiality - "what's said in the room, stays in the room."

Add something whimsical to pique curiosity and add a smile. This may be crayons, clay, koosh balls, or manipulative toys.

Use names and sincere reinforcement to build rapport.

TIP

I like to use table tents (card stock folded in half length-wise) on which participants write their names. Some trainers prefer to use name badges. Whatever your choice, be sure that you can read them. For example, ask participants to write their first names large enough so that everyone can read them from across the room. If you use preprinted table tents, ensure that the type size is bold and can be read from 40 feet. Also, if water glasses are placed on the tables, bunch them up in one spot so that participants take them as they need them. Otherwise, there will be one sitting in front of each table tent, and you will be unable to read the names.

(Continues...)

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Excerpted from Training For Dummies by Elaine Biech Excerpted by permission.
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Table of Contents

Introduction 1

Part I: So You’re Going to Be a Trainer! 5

Chapter 1: What’s a Trainer? 7

What is Training? 8

What forms does training take? 8

Why is training necessary? 9

Is training just for business? 12

What Do Trainers Do? 12

Assessing your training potential 13

Take stock of your skills 14

Your self-assessment 18

How do you become a trainer? 19

A Day in the Life of a Trainer 20

Do You Have What It Takes? 21

Chapter 2: Why Adults Learn 25

Adult Learning Theory 25

Who is Malcolm Knowles? 26

Applying adult learning theory to training 27

How Do People Learn? 28

Three types of learning: KSAs 30

Other considerations for learning 30

Helping Adults Learn in the Classroom 32

Create a safe haven for learning 33

Create a comfortable environment 33

Encourage participation 36

Facilitate more than you lecture 36

One Last Note: Who’s Who and What’s What 36

Who’s who? 37

What’s what? 37

Chapter 3: The Training Cycle 39

The Training Cycle: An Overview 39

Assess and analyze needs 40

Develop learning objectives 41

Design and develop the program 42

Implement the design 42

Evaluate performance 43

Training Jargon 43

Learning and The Training Cycle 45

Variety and flexibility 45

Conditions of learning 46

Part II: Designing the Best Darn Training in the World 47

Chapter 4: Assessing Needs and Developing Learning Objectives 49

Conducting Needs Assessments 49

The why, how, who, and when of needs assessment 50

Is it training? 56

If your time is limited 57

Writing Objectives 59

What objectives should do 59

Task analysis 62

Chapter 5: Developing the Training Design 65

How Do I Begin? 67

Designing a Dynamic Opening 70

All about icebreakers 70

What else will your participants expect in your design? 73

Designing the Body to Ensure Learning Occurs 74

Lectures 75

Countless alternatives to lecture 77

Selecting activities 83

Adding Zest with Visuals 87

Knowing why you need visuals 87

Creating effective visuals 88

Designing a Finale That Brings Closure 92

Ensuring that expectations were met 92

Providing a shared group experience 92

Evaluating the learning experience 93

Requesting feedback and suggestions 93

Accomplishments and commitment to action 93

Sending them off with an encouraging word 94

Pulling It All Together 95

Factors that affect a design 96

Strategies for a good design 97

Developing materials 98

Chapter 6: Using Off-the-Shelf Training 101

The Art of Selecting Off-the-Shelf Training 101

Make or buy? That’s the question! 102

What should you know before you buy? 103

How can you make sure off-the-shelf training meets your needs? 104

Molding It to Meet Your Needs 105

Adapting the design 105

Off the shelf, out of the can 105

Adding Creativity to Training 106

Chapter 7: Being Prepared to Succeed 109

Preparing Your Training Environment 109

Know when, where, what, who 110

Room arrangements 110

Equipment and visuals 114

Preparing Your Participants 118

Preparing participants: What works? 118

Preparing participants: What doesn’t work? 119

Preparing Yourself 119

Prepare to avoid crises 120

Identifying your training style 122

Find out who’s in your session 124

Practice, practice, practice 124

Tips for staying organized 125

Prepare your body and brain 130

Travel if you must 131

The procrastinator’s checklist 131

Being prepared to succeed 133

Part III: Showtime: Delivering a Dynamic Training Session 135

Chapter 8: Implementing Training Designs: Your Job as Facilitator 137

Training, Facilitation, and Presentation: What’s the Difference? 137

Are you a trainer or a facilitator? 138

Use facilitative skills when you present 139

Facilitating Successful Training 141

Experience is the best teacher 143

Tips for facilitating activities 145

Participation Prescription: Continue to Increase the Dosage 148

Gotta play the game to perform 148

Participants’ expectations of participation 149

Increasing participation — or why are they called “participants”? 150

REACTing 155

Chapter 9: It’s Showtime: Delivering Success 157

Opening Your Training Session with a BANG 158

Build interest in the session 159

Ask what participants know and what they want to know 159

Note the ground rules and what to expect 159

Get them involved 160

Looking at Seven Disastrous Debuts 161

Creating a Supportive Learning Environment 162

Get to know your participants 162

What’s in a name: Five secrets to remembering names 163

Let them know about you 165

Training Like a Pro 166

Presentation skills 166

The participants’ materials 171

Notes: To be or note to be 171

Asking and Answering Questions 173

Encouraging participants to ask questions 174

Guidelines for answering questions 174

Asking questions 176

Questions in action 177

Smooth Transitions 178

Wrap Up an Effective Training Session 179

Ensure that expectations were met 179

Provide a shared group experience 180

Evaluate the learning experience 180

Summarize the accomplishments and gain commitment to action 180

Send them off with a final encouraging word — or two 181

Chapter 10: Mastering Media and Other Visuals 183

Select the Best Visual to Do the Job 184

What’s available? 185

What are the benefits? 186

Ensure That the Visual Adds to the Learning 187

Computer projection systems 187

Videos and DVDs 188

Overhead projectors 188

Flipcharts 189

Boards of all types (including electronic) 189

Props 190

Look Like a Pro 190

Tips for using visuals in general 191

Guidelines for using specific media and visuals 192

Hot Tips for a Cool Ending 198

Chapter 11: Training with Style 201

Understanding Your Training Style Strengths 201

Building the training style model 202

Exploring the four training styles 204

Using your training style 209

Gauging Group Dynamics 210

Composition 210

Atmosphere 211

Norms 211

Values 212

Communication and participation 212

Roles 213

Power and influence 213

Creating an Energizing, Exciting, Encouraging Environment 214

Coloring outside the lines 215

Energizing the group 217

Let me entertrain you! 219

Celebrating success 221

Putting It All Together 222

Chapter 12: Addressing Problems: What’s a Trainer to Do? 223

Problems in the Classroom 223

Problems with logistics 224

Equipment problems 224

Difficult personal situations 227

Difficult group situation 229

If training is not the solution 230

Taking a COOL approach 232

Using humor to deal with problems 232

Managing Disruptive Behaviors 233

Preventing disruptions 234

Managing disruptive types 235

Sweaty Palms, Parched Throat: Overcoming Nervousness 239

Understanding pre-performance jitters 239

Accepting your nervousness as natural 239

Mastering nervous symptoms 242

Tips for specific anxiety problems 246

Problems Can Be Prevented or Resolved 248

Part IV: It’s Not Over Yet: The Follow-Up 249

Chapter 13: Evaluation: It’s Not Over Yet! 251

Understanding the Purpose of Evaluations 252

Reviewing Kirkpatrick’s Four Levels of Evaluation 253

Level I: Reaction 253

Level II: Learning 254

Level III: Behavior 255

Level IV: Results 256

Guidelines for measuring the four levels 258

Evaluation methods 263

ROI: What’s All the Hype? 266

Level V: Return on investment 266

What’s the ROI process? 266

Benefits of adding a Level V 267

Evaluation: The Last Training Cycle Stage but the First Step to Improvement 270

Chapter 14: Transfer of Learning 275

Making Your Training Memorable: Following-Up 276

Barriers to transfer of learning 276

Strategies for transfer of learning 277

Pre-training strategies 277

Training strategies — during the session 278

Post-training strategies 279

What Great Trainers Do After Training 281

Part V: The Professional Trainer 283

Chapter 15: The Consummate Professional 285

Become a Lifelong Learner 285

Attend formal learning events 285

Ask others 286

Do it yourself 287

Go the Extra Mile: Stay on Top of Your Game! 288

Good to great 288

Where’s your energy? Stay pumped! 289

Design 291

What does professional mean to you? 291

Give Back to the Profession 294

Chapter 16: Training Certification 295

All About ASTD 296

Why is ASTD’s mission important? 296

What does ASTD do? 296

Introducing the ASTD Competency Model 298

Overview of the model 298

The value of a competency model 301

Certification: What It Means for You 302

Certification versus certificate 302

Certification: Why now? 303

Certification: Show me the value 303

ASTD Certification: A Quick Look 304

Competencies and certification 304

Certification design 304

Applicant process and flow 305

The Certification Life Cycle 307

Chapter 17: Training Trends 309

The Changing Training Environment 310

Alternative Training Options 312

What’s to know about e-learning? 312

Blended learning 314

Considerations for one-on-one training 315

Team Training 316

Meet prior to the session 317

Make each other look good during the session 317

Provide feedback following the session 318

Help for the Part-Time Trainer 319

The art of managing both training and your real job 319

Training on the run 320

Planning for Today’s Diverse Learners 321

Part VI: The Part of Tens 323

Chapter 18: Ten Tips to Start Off on the Right Foot 325

Establish a Climate Conducive to Learning 326

Clarify Participants’ Expectations 326

Introduce the Content 327

Surprise! 328

Introduce Participants 328

Learn About the Group 329

Establish Ground Rules 330

Confront Any Issues 330

Establish Your Credibility and Style 331

Take a Break! 332

Chapter 19: Ten Ways to Increase Participation 333

Begin to Encourage Participation Right from the Start 333

Cards for the Shy and Faint of Heart 334

Give Your Role Away 335

Participation; Repeat, Participation 335

On Your Feet! 336

Say a Lot without a Word 336

Remove the Tables 337

Attention-Getting Answers 337

The Quietest 338

Participation Right to the End 338

Chapter 20: Ten Ways to Save Time in the Training Room 339

Consider the Relationship of Time to Small Groups 339

One Activity, Two (or More) Objectives 340

Gentle Prods 340

Different Pace for Different Folks 341

Divvy Up the Work 341

The Time Is Now 342

Be Prepared 342

Cut Out the Fat 342

Use Timekeepers 343

Pre-Training Strategies 343

Chapter 21: Ten Quick Ways to Form Small Groups 345

Count Off 346

Noise Level 347

Go to Your Corners 347

Personal Data 347

Secret Codes 348

Puzzling Participants 348

Dog Days 348

Small Groups Where None Dares to Go 349

Pick a Prop 349

Make Mine Different 350

Chapter 22: Ten Tips for Adding Humor to Training 351

Laugh and Learn 351

Start Off on a Funny Foot 352

I’m Lost! 353

Get Participants in the Act 354

Practical Humor 355

Don’t Be Original! 355

Phunny Props and Puns 356

Ten Tips to Make a Joke Bomb 357

But I’m Not Funny! 358

Austere Attitudes 359

Chapter 23: Ten Icebreakers That Work 361

Bingo 364

Expectations 365

Hopes and Fears 366

Introduce Me, I Introduce You 366

Go to Your Corners 367

Little White Lie 367

Personal Coat of Arms 368

Autographs 369

Name Association 369

Ask a Question 370

Index 373